2001 – 2005
Cumberland County
Schools
Educational Technology
Plan
Revised
November
2002
The Cumberland County Schools
Educational Technology Plan
2001-2005
Table of
Contents
Page
1.
Technology Committee
4
2.
Superintendent’s Vision
5
3.
Introduction
6
4.
Instruction
7
5.
Staff
Development
11
6.
Infrastructure / Connectivity
17
7.
Personnel
23
8.
Resources
27
9.
Hardware
Recommendations
30
10.
Policy
34
11.
Budget
40
12.
Communication and Collaboration
42
13.
Evaluation
45
Cumberland County
Schools
Technology Plan Committee Members
Allan Jordan,
Principal, CCS Web Academy
Allison
Violette, Principal, Ben Martin Elementary
Belvia
Williams, Executive Director, Federal Programs
Bill
Riddle, Instructional Technology
Cathy
Bunce, Elementary Technology Facilitator
Diane Wheatley,
Cumberland County School Board
Dr.
Joseph Locklear, Director, Testing and Assessment
Dr.
William Warren, Director, Elementary Education
Edna
Cogdell, Director, Media Services
George Ellis, Executive Director, High School Education
Glenn
Brock, Secondary Technology Facilitator
Greg Miller, Elementary Technology Facilitator
James
McKethan, Executive Director, Exceptional Children
Jeff
Epps, WAN Supervisor
JoAnn
Pearce, Principal, Seventy-First Classical Middle School
Joe Alley, Multimedia Advisor, FTCC
Johnny
Fermanides, Educational Advisor, NetCom
Ron
Denning, Information Technology
Sally
Austin, Executive Director, Middle Level Education
Sara
Piland, Associate Superintendent, Administrative
Services
Terry
Williams, Executive Director of Technology
Tim
Markley, Principal, Douglas Byrd High School
Introduction of Technology
Goals for
Cumberland County’s K-12 Schools
High
Student Achievement
Technology is a tool that enables teachers and administrators to work more productively, offering solutions for time management, student monitoring and intervention, and more interesting and effective lessons and classroom activities. Technology enables students to interact with and explore the world, bringing a wealth of information and experiences into the classroom, thus potentially overcoming geographical isolation, physical barriers, and economic hardships. Because technology continues to play an important role in modern industrial society, integrating technology into the schools will help prepare students to succeed in a rapidly changing world. Ultimately, technology is a tool that will help every teacher and student succeed, fostering mastery of basic skills and development of critical thinking and problem-solving abilities. Technology can be a support tool to reinvent schools so that all students achieve more and are better prepared for the workplace. Recent studies are showing students with exposure to computers are doing much better academically than their peers. (DPI Tech Plan 2002) Research also tells us that a school media center stocked with up to date, accurate, and attractive resources managed by a professional media coordinator who collaborates with teachers to augment and enhance classroom instruction results in increased test scores, especially in reading. (Ward, 2000)
Safe and
Orderly Schools
The advent of technology into site planning and building design has increased the potential for creating a safe environment for teaching and learning. A technology infrastructure that includes integrated security and protection systems such as telephones in every classroom, warning devices, and monitoring cameras protects individuals and the facility itself. The real benefit of technology in a safe and orderly educational environment, however, is in the resources it brings into the classroom and school library media center. Because technology opens doors to the world while simultaneously focusing students onto the task at hand, student interest and motivation is heightened while discipline problems decrease. When students are motivated and successful, they tend to work harder and longer, in turn raising the possibility of higher student achievement.
Quality
Teachers, Administrators and Staff
Because technology increases productivity, brings experience and expertise into the classroom, and stimulates interest in learning, it is the ultimate weapon in the professional educator’s arsenal. As such, it offers a variety of tools that help decrease the time spend on paperwork, thus increasing time available to spend with students. Access to the Internet offers endless opportunities for professional development, educational research, and up to date curriculum resources. With statewide and local tools such as LearnNC, NC WISE, video streaming from DPI, NCPublicschools.org, NC WISE OWL, and AS400 programs, teachers, administrators, and staff have desktop access to a variety of information that allows them to track individual progress and mastery of skills. They can develop strategies, skills and policies that assist in that mastery, and ultimately create a quality, data-driven environment that affects high student achievement.
Effective, Efficient
Operations
Technology is an infrastructure, a seamless network of
wires, cabling, equipment, and personnel that supports Cumberland County
Schools’ high educational goals. Through state-driven economies of scale and
individual outcomes of increased productivity and more efficient time
management, schools realize the benefits of a technology-rich environment that
enhances teaching and learning.
Distance learning, brought into the classroom via the Internet, satellite
video, fiber optic, or even cable TV, also allows students to complete college
courses, get AP credits, take classes when no certified teacher is available
locally, or even complete a high school degree at home.
Through statewide and local resources such as NC WISE, NC WISE OWL, LearnNC, video streaming from DPI, and the Cumberland County Schools Web Academy, every educator in Cumberland County Schools has the opportunity to access a broad range of essential information and resources that affect teaching and learning. With adequate technical support within each school and school system, teachers and administrators can focus on the important aspects of instruction, not the wires and hardware themselves.
Community and
Family
Technology is the ultimate vehicle for communication within the community and the family. The Cumberland County Schools web pages provide a window of opportunity for communication between the schools and the community. E-mail for teachers and students, telephones in every classroom, community-access television, and school resources electronically available throughout the community allow and encourage adult participation in a child’s education. Partnerships with the local Parks and Recreation departments have provided community access to several schools’ computer labs for evening use. The highest level of student achievement occurs when families, schools, and community organizations work together. (Dede, 1998) Parents can increase involvement as time constraints dissolve and education-related interactions can occur in the comfortable, familiar context of home. With technology, the school and its values of learning and achievement can enter every home in a community, thus enhancing and extending teaching and learning to every individual regardless of age or socioeconomic status.
Instruction
Vision
Cumberland County Schools has worked hard over the past several years to make technology accessible to all students and to see that teachers integrate it into their classroom activities. Technology resources in schools should be designed specifically to support intelligent behavior among students and teachers. Technology can be amazingly powerful in this role. The mere presence of technology, however, will not accomplish educational goals. Every year all available resources are directed towards achieving the goal of 100% of the students passing the computer skills test. We feel that making technology one of our system goals has encouraged students and teachers to embrace the use of technology in the classroom.
A thoughtfully planned technology program deriving its design from the
instructional goals of the school is the best use of technology to affect high
student achievement. Research
supports the idea that targeted use of technology to specific instructional
goals has a positive effect on student outcomes. Elementary schools, for example, may
design their technology use around a central core of goals such as those
associated with reading and math instruction. This use of technology differs greatly
from that of a high school, which reflects a far greater variety of
technological tools as they are used in subjects from biology to consumer
science. A middle school might
still wish the strong focus on resources to reinforce basic skills, but also
might choose to incorporate specific technologies as students transition to more
detailed study. In all cases, the
use of technology should reinforce intelligent behavior of students as it
applies to the instructional goals of the school.
Media and technology programs are the centerpiece of education. Teachers and students work together to
answer the questions they encounter on their educational journey. They cannot complete their journey
without understanding how information is organized and that technology is a
portal. The necessity of
information literacy to be a part of a child’s education demands that library
media coordinators and instructional technology facilitators serve as teacher
and student travel guides on this eye-opening journey of learning. (IMPASCT, 2000) Schools that build their technology
resources based on how technology can support their instructional goals are on
the right track. Although choices
about networking, productivity software, and Internet access can be generalized
throughout a district, each school must make its technology support its
instructional goals for all children.
(DPI Technology Plan 2000)
Keeping with the content and philosophies of the North Carolina Standard
Course of Study and the ABC’s of Public Education, and the U.S. Department of
Education’s No Child Left Behind (NCLB) Initiative, Cumberland County Schools’
technology will nurture and empower the development of students to
become:
- Self-directed
learners
- Complex
thinkers
- Quality
producers
- Collaborative
workers
- Community
contributors
- Life
long learners
Students
will follow the Information Skills course of study to learn how to select,
evaluate, and use a variety of applications and resources for their personal and
academic needs.
Principals are
instructional leaders, and as such, they will continue to model the effective
use of technology and information skills in the educational environment. Teachers and administrators will use
technology to address more effectively the learning styles of their
students.
“It is and
shall remain the policy of the Cumberland County Board of Education not to
discriminate on the basis of sex or disability in its educational programs,
activities, or employment policies as required by title IX of the 1972 Education
Amendments, Section 504 of the Rehabilitation Act of 1973, and the 1990
Americans with Disabilities Act.”
Progress to Date
Over the past five years, CCS has made significant progress towards integrating technology into the classroom. All the classrooms have Internet, multimedia and telephone access. The Web Academy has a growing number of students taking online courses. The Computer Skills Test scores are on the rise at 81.1%.
The three Technology Facilitators are in constant demand by principals
and teachers to provide staff development in the integration of
technology.
The implementation of NC WISE will provide teachers and school staff with
the tools needed to assess student progress that meet the No Child Left Behind
requirements.
According to the 2001-2002 state ABC’s Report, our schools achieved the
following over a three year period:
- 7
schools achieved “Schools of Excellence” status. (up from 1)
- 15
schools achieved “Schools of Distinction” status. (up from 9)
- 18
schools achieved “Exemplary” status.
- 32
schools achieved “Expected Growth” status.
- 0
schools were “Low Performing”.
The
high achieving schools rely heavily upon the use of technology as an
instructional resource as well as a benchmark testing
tool.
- Implemented
task analysis for student Computer Skills proficiency.
- Computer
Labs continue to be upgraded to accommodate DPI initiatives.
- Classroom
computers are upgraded each year to support curriculum
goals.
- Online
courses have been developed for teacher certifications.
Grades K-8
- Keyboarding has been moved to the sixth grade so students can master their keyboarding skills prior to taking the computer skills test.
- The Computer Skills test has shown:
The
graduating class of 2001, 73.3% have passed.
The
graduating class of 2002, 67.1% have passed.
The
graduating class of 2003, 70.6% have passed.
The
graduating class of 2004, 81.1% have passed.
- Notable differences between ethnic groups have been identified.
Grades 9-12
- Project-based,
interdisciplinary integration of technology is used in all curriculum
areas.
- Technology
provides the tools for research, communication, publishing, and presentation
of acquired knowledge into all disciplines.
- The
appropriate hardware and software to support the North Carolina ABC’s and EOC
programs is in place and is being upgraded. Each high school has as a minimum a
30-computer general-purpose lab, four Workforce Preparedness labs, technology
labs and classroom computers.
Software programs include MS Office, Passkey, Skills Bank, Keyboarding
software, and programs specific to the standard course of study and Workforce
Preparedness courses.
- Teacher
and student-developed rubrics along with student management tools are used to
assess student work.
Two-year plan
The
next two years are very critical to the continuation of the progress that has
been made in technology system-wide.
Technology cannot be used in isolation from instruction of the
curriculum. The focus will be to
encourage more teachers to embrace the use of activities that use technology and
to model a facilitator teaching model.
As the technology hardware is placed in the classrooms and media centers,
staff development for the teachers and instructional leaders is necessary. There will be a concerted effort to
provide more collaboration between technology and the instructional curriculum
coordinators in specific curriculum areas.
As textbooks are purchased with CD-ROM software programs, it is
imperative that all departments understand software and hardware
requirements.
All instructional programs and staff development will be reviewed and
evaluated. Those that require
replacement will be replaced in a way that all concerned departments will have
an opportunity to provide input.
Online courses will be developed in collaboration with university
partners. The Web Academy and staff
development are in the process of providing more online courses for our
Certified Teachers, Lateral Entry Teachers and Teacher Assistants so that they
can complete the required educational courses for licensure. The full implementation of NC WISE will
enhance the teacher’s ability to identify students in need so they can provide
assistance earlier to the students.
Instruction Timeline
|
Recommendations |
Strategies
for Implementation |
Timeline
/ Status |
ABC
Priority |
|
All
teachers will infuse technology consistent with the Standard Course of
Study, with particular emphasis on the Information Skills and
Technology/Computer Skills Curricula. |
Use
of integrated learning systems for remediation. |
On
Schedule |
High
Student Achievement |
|
All
teachers must demonstrate knowledge of the minimum basic computer
technology skills required by the state of NC by showing proficiency on a
performance based technology skill assessment developed by Cumberland
County Schools. |
Assess
skills as part of evaluation process for staff
development. |
On
Schedule |
High
Student Achievement |
|
Administrators
will model the use of technology in the administration of their
responsibilities. |
NC
Wise, Transportation Information Management System (TIMS), Multimedia
Presentations using tools such as PowerPoint, Email communication, Use of
Productivity tools (Microsoft Office) |
On
Schedule |
High
Student Achievement |
|
Media
Centers and computer labs will be flexibly scheduled to that students and
teachers can access resources and services as
needed. |
All
media centers are automated. |
On
Schedule |
High
Student Achievement |
|
Cumberland
County school students will pass the 8th grade Computer Skills
Test. |
Increase
in scores each year. Tech
Zone teachers provided with instruction. |
On
Schedule |
High
Student Achievement |
|
Cumberland
County Schools will provide yearly remediation and re-testing
opportunities for students who do not pass the Computer Skills
Test. |
All
eighth grade students are tested in the fall, with remediation classes
provided for students who do not pass. |
On
Schedule |
High
Student Achievement |
|
Cumberland
County Schools will develop methods for annually accessing student
progress in the acquisition of Computer Technology
Skills. |
Sixth
grade VoCats keyboarding administered for assessment. |
On
Schedule |
High
Student Achievement |
|
Teachers
in all academic programs shall use technology resources to analyze student
data to help individualize instruction. |
Integrated
Learning System reports. |
On
Schedule |
High
Student Achievement |
|
Schools
should participate in collaborative events that foster the distribution of
technology resources throughout the community. |
Technology
Fairs |
On
Schedule |
High
Student Achievement |
|
Relying
on brain-based research and developmental needs, implement and track
technology skills and process incrementally from kindergarten through
grade eight. |
Standard
Course of Study, with Technology integrated. |
On
Schedule |
High
Student Achievement |
|
Integrate
technology into the total learning environment through the implementation
of the Information and Computer/Technology Skills
Curriculum. |
Differentiated
instruction will be delivered with technology. |
On
Schedule |
High
Student Achievement |
|
Evaluate
and procure appropriate hardware and software to support the North
Carolina ABC’s and EOC program. |
Analyze
purchasing documentation and work order database to assess quality and
reliability. |
On
Schedule |
High
Student Achievement |
|
Use
teacher-developed and student-developed rubrics to assess student
work. |
Develop
and train teachers to develop K-8 and 9-12
rubrics. |
On
Schedule |
High
Student Achievement |
|
Use
project-based, interdisciplinary integration of technology into all
curricula. |
Computers
are available in classrooms and in labs for use in developing integrated
lessons. |
On
Schedule |
High
Student Achievement |
|
Increase
home access to school and system information and technology
resources. |
Student
Loan Program |
On
Schedule |
High
Student Achievement |
|
Use
appropriate technology for research, communication, publishing, and
presentation of acquired knowledge into all
disciplines. |
Computers
are available in classrooms, labs and media centers for student
access. |
On
Schedule |
High
Student Achievement |
Staff Development
Vision
The
potential benefit that students can derive from the infusion of technology in
the classroom requires that teachers become trained and updated in technology
use on a regular, timely basis.
Staff development should be available to all teachers at the point of
need, any time, anywhere, any place.
We strive to spend 20-30% of all technology funds on staff
development. We annually spend
approximately 50% of our state technology funds on staff development. The acquisition of knowledge and the
integration of skills must be ongoing.
To sustain this lifelong learning, the observation of peers in the
teaching profession who integrate the technology successfully in the classroom
is particularly beneficial to teachers.
Observation of students using educational technologies is equally
beneficial. Cumberland County
Schools will continue to build upon the strong foundation of a culture of
learning that has been created through a variety of collaborations with NCDPI,
non-profits, and business and industry partners.
Twenty-five years of research assert that the future learner must be an
active learner, that is, one who plays an active role in the acquisition,
analysis, and organization of knowledge and skills. To develop such learners, the classroom
teacher must be the one who facilitates learning, rather than inculcates
“instruction”. Such learning
must be situational, enabling students to draw meaning from their learning
experience in a context. Technology
must be seamlessly infused into the classroom curriculum. Therefore, teachers must be comfortable
with the tools.
Beginning with pre-service training, technology must be integrated into
the teacher’s learning experience and as a tool for teaching. Also, beginning with pre-service
training, teachers must be prepared to be lifelong learners. This is particularly pertinent to
technology literacy because technology is constantly changing. Training must be relevant to the
learning environment and must suit teacher’s schedules. The format of training must model the
teaching behaviors that teachers are expected to exhibit.
Attitude is just as important as skill. Teachers must believe that technology
will enhance their classroom and benefit them and their students. In the best cases teachers are equipped
with a positive attitude, adequate resources, sufficient time for preparation
and replication and coaching. As a
result, they find meaningful ways to incorporate technologies in the
classroom.
Throughout this entire learning process, time is an essential
element. Many activities compete
for a teacher’s time. However,
teachers must have time to learn, time to practice, and time to chart their own
growth and development. Teachers
know their teaching styles and their own learning styles. Time to adapt new lessons learned to
these teaching and learning styles is critical. Time should not only be allotted during
normal working hours, but also after hours and on weekends. Developing strategies to make such
options executable are needed.
Support from administrators is paramount to success in teacher
training. Administrators are in a
position to provide time and resources for teacher training. Administrators’ beliefs that training
and the subsequent use of educational technologies in the classroom will make a
difference in the classroom and will carry over to the teachers. Without that belief, efforts to
incorporate technology into the classroom will be limited by the individual
teacher’s ability to sustain change and garner resources. (DPI Technology Plan,
2000)
Progress to date
- The
Cumberland County School System continues to provide a variety of technology
staff development courses for all Cumberland County School
employees.
- Teachers
are modeling the use of technology as they integrate technology into the
curriculum. This modeling tends
to produce active lifelong learners.
- Teachers
are developing activities and lesson plans in all of the technology staff
development courses for use in the classroom.
- The
Web Academy and the online resources provided by NCDPI and LEARN NC continue
to enrich the curricula for teachers and students.
- The
addition of two full-time staff development facilitators to compliment the
contracted facilitator has proven to be very successful. We are able to offer staff development
on-site during the school day.
- Year-round
staff development for teachers is provided in each high school attendance
area.
- Advanced
courses are offered at the Educational Resource Center
(ERC).
- Training
for clerical staff is offered every Monday at the ERC.
- Administrators
are offered technology training on pertinent software programs on Wednesdays
at the ERC.
- The
ERC computer lab is utilized every Friday for department
training.
- A
part time Technology Teacher Mentor, in most cases a “certified teacher”, has
been provided at every school.
Two-year plan
- Continue
“train the trainers” staff development.
- Expand
staff development advanced courses.
- Continue
to evaluate curriculum-based software and update as
appropriate.
- Continue
to provide on-site staff development for educational and student management
software.
- Continue
to provide access and training to online resources.
- Continue
the summer institutes for teachers and administrators.
- Continue
the summer TECH Camps for students.
- Provide
teachers the opportunity to attend NCDPI sponsored technology
workshops.
- Work
towards providing a technology coordinator at each school.
Teacher Training
Teacher technology training courses are taught with grade level content as the driving factor. All teachers are offered the basic competencies with a vision of how to use the technology in the classroom.
The advanced courses offered with the use of technology presentation
tools and classroom activities as the focus. Teachers work in groups or as
individuals to develop curriculum area activities. The Vocational teachers receive training
in their content areas (Computer Applications, Keyboarding, Tech Zone,
etc.)
Each school has a Web Manager and Post Master for
e-mail.
Basic Competencies
·
Use
of a word processor
·
Search
and navigate the WWW
·
Use
e-mail to communicate
·
File
Management
·
Troubleshoot
common printer problems
·
Use
of a spreadsheet and graphing
·
Use
of a database
·
Create
multimedia presentations
·
Setup
and use scanner, digital camera, LCD projector
·
Comply
with copyright laws
·
NC
WISE Attendance and Grade Book modules
Advanced
Competencies
·
Access
technology resources for planning instruction
·
Use
software to monitor student progress
·
Use
technology to facilitate teaching
·
Use
of spreadsheets to record data
·
Use
of database to maintain records
·
Organize
and interpret collected information
·
Use
available technology resources for planning and
instruction
·
Use
technology to accommodate varied learner styles
·
Create
Web pages
Administrator
Training
Basic Competencies
·
Basic
word processing functions
·
Search
and navigate the Internet
·
Use
e-mail to communicate with central services and
faculty
·
Create
PowerPoint presentations
·
Setup
and use scanner, digital camera, and LCD projector
·
ABC
Tools
·
NC
Wise (scheduling, safety, discipline, etc.)
·
Use
of the Intranet
Clerical
Training
Basic Competencies
·
Basics
of MS Office
·
Use
MS Outlook for e-mail and calendar sharing
·
Printer
Sharing
·
Search
and navigate the WWW
·
AS400
programs
·
NC
Wise
Advanced
Competencies
·
Advanced
use of MS Office
·
AS400
programs
·
NC
Wise reports
Media
Basic Competencies
·
Basics
of MS Office
·
Media
retrieval programs
·
NC
Wise Owl
·
All
the competencies required of classroom teachers
Two-Year Plan for Staff
Development
Over
the next two years, Cumberland County Schools will constantly review, evaluate
and conduct staff development for the ever-changing staff development needs of
our teachers, clerical and administrative staff. Our educators will take advantage of
opportunities for professional development in the use of technologies that will
enhance teacher effectiveness, student achievement, and instructional
management.
Staff
Development…2002-2003
- Windows
95/98 and File Management
- MS
Word
- MS
Works
- MS
PowerPoint
- MS
Excel
- MS
Access
- MS
Access (building database and converting from Excel to
Access)
- Advanced
MS Word
- Advanced
PowerPoint / Developing classroom activities
- Advanced
Excel
- Outlook
/ Email
- ABC
Tools
- AS400
Technology in the Classroom
- Teacher
Scholars
- Utilizing
Multimedia Tools for Curriculum Integration
- Passkey
Training
- Technology
Teacher Mentor Meetings (once a month)
- Internet
/ Intranet
- HTML
Web Page Design
- MS
FrontPage
- LEARN
NC
- Web
Access E-mail for Teachers
- NC
Wise Training
- SIP
2K
- Nortel
(Works, FrontPage)
- Tech
Zone Training
- Work
with Lab Facilitators
- Web
Site for Cumberland County Teachers
- Schedule
Staff Development Classes
- Organize
technology summer camps for students
- Connected
University (2000-2001)
- Attend
conferences for professional growth
- Provide
two Software Fairs per year
- Serve
on County-wide committees
Next
Two Years
Same
as above plus…
·
Performance
Assessment tool for Teachers
·
Online
Technology Mentor Logs
·
Develop
a Cumberland County Schools’ NC Wise sub web.
·
Staff
Development for teachers based on Computer Skills Task
Analysis
·
Provide
refresher training for Technology Mentors for NC Wise
·
Increase
Technology Facilitator staff
Strategies
·
Continue
to provide training and support to ensure that every employee has the
appropriate competencies and continuous support needed to use educational
technology to deliver and support instruction.
·
Provide
educators with access to professional development in the use of educational
technology in order to prepare them to help students meet high academic
standards and NCLB expectations.
|
Year |
Key
Tasks |
Responsible
Parties |
Funding
Sources |
Budget |
|
1 |
Review,
adjust, and continue technology staff development programs for
teachers. Maintain
professional library of technology materials. Continue school technology team
support. |
Technology,
Instruction, Principal and Media |
State,
grants and local |
$500,000 |
|
2 |
Review,
adjust, and continue technology staff development programs for
teachers. Maintain
professional library of technology materials. Continue school technology team
support. |
Technology,
Instruction, Principals, and Media |
State,
grants and local |
$500,000 |
Staff
Development Timeline
|
Recommendations |
Strategies
for Implementation |
Timeline
/ Status |
ABC
Priority |
|
All
Technology staff development should be reflective of LEA school
improvement goals and individual professional growth
plans. |
All
licensed personnel will be required to demonstrate minimum competency in
the use of standard productivity software, presentation software, and
telecommunications applications. |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
All
Cumberland County Schools personnel should be surveyed continuously to
ensure that professional development is meeting their instructional and
administrative needs. |
Develop
a program for preparing teachers to integrate technology in the curriculum
and manage technology in the classroom. |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
Trainers
should stimulate teacher suggestions for evaluation and
feedback. |
Redefine
the role of the Curriculum coordinator to include technology integration
and support. |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
Allot
20% - 30% of the technology budget for staff
development. |
Provide
Online instruction for teachers and staff members. |
On
Schedule |
Quality
Teachers, Administrators & Staff Effective,
Efficient Operations |
|
All
certified personnel must have 3-5 CEU’s of technology training every
renewal cycle. |
Coordinate
system-wide staff development Train
all teachers in LEARN NC, NC WISE OWL and NC WISE |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
All
technology staff development should be based on North Carolina Educator
Technology Competencies. |
North
Carolina Educator Technology Competencies |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
New
teachers should be assessed for technology competencies and individual
growth plans should reflect this assessment. |
ILT
Training includes technology component |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
Cumberland
County School System should implement Administrator Competencies as they
are developed and approved. |
Implemented
when state has developed competencies. |
2002
/ As implemented |
Quality
Teachers, Administrators & Staff |
|
Cumberland
County School System should develop a training plan for teacher assistants
and other school-based support personnel based on identified technology
competencies that are relevant to their particular job
responsibilities. |
Use
District Instructional Technology Specialists to help plan and lead staff
development. Provide
staff development geared towards needs of classified
staff. |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
Cumberland
County School System should offer a variety of staff development options
that include state and national conferences, on-line courses, IHE/graduate
level courses, one-on-one instruction, and system-level training
opportunities. |
NCETC
– State Technology Conference NCAECT
– State Technology Conference National
School Board Association Technology and Learning
Conference NC
WISE OWL, LEARN NC |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
Technology
Mentors should follow up initial training with visits to observe the use
of technology in the classroom. |
Observe
and model the use of technology in the classroom. |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
Training
plans should include peer collaboration as a strategy for follow-up
support and continuous learning. |
Assess
and monitor the use of technology in the
classroom. |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
Technology
staff development training needs to model how to use technology as a tool
for teaching and learning. |
Develop
a program for preparing teachers to integrate technology in the curriculum
and manage technology in the classroom. |
On
Schedule |
Quality
Teachers, Administrators &
Staff |
Infrastructure / Connectivity
Vision
Cumberland
County Schools has a high speed Internet Protocol (IP) backbone on which most
educational technology services will be delivered in the next five years. Most new applications and resources that
the state and industry will deploy will run over this type of
infrastructure. Connectivity to the
school building is the initial link to the world through the CCS Wide Area
Network (WAN). The Local Area
Network (LAN) allows instructional and administrative computers to access remote
databases and applications within the building.
Progress
to date
The Cumberland County School System currently has a wide area network
(WAN) that utilizes a DS3 cloud.
This is a switched network that connects 85 remote sites via
routers. Each site (school or
administrative) has a T1 connection ranging from 128K to 1.5 MB back to the
cloud. IP is the only protocol used
on the network. There are two
point-to-point T1 circuits from the cloud that are used for access to the public
Internet. Three T1 connections
provide internal access to the AS400.
The WAN has a firewall and filtering software at the cloud for security
and monitoring of the network.
Management of the network through remote management tools and a help desk
provides quick response to any situation.
The downloading of software to schools and for technical use is easily
accomplished using the network.
- Fire
wall security has been upgraded
- All
high schools, middle schools and elementary schools with over 1,000 students
have been upgraded to 100 mb LAN speed with managed
switches.
- WAN
bandwidth to larger schools has been increased
- Equipment
to monitor appropriate use of the Internet, intranet and e-mail has been
installed.
- Upgraded
all elementary school servers with increased RAM and storage
- Replaced
high school servers
- Middle
school servers upgraded in phases
- New
intranet servers
- Built
a secure area with fire protection and environmental controls for the AS400,
telephone console, and main distribution frame for data
(MDF)
- Completed
installation of a multimedia system at all elementary schools. This system provides TV’s in every
classroom and the capability for school personnel to access the
system.
- A
storage area network (SAN) configuration is being installed in the network to
provide storage for data collection.
Two-year
plan
The two-year plan for the wide area network is to monitor the bandwidth and make upgrades where they are needed. This will ensure that resources and applications deployed over the network are delivered to the end user in a timely manner.
|
Year |
Key
Tasks |
Responsible
Parties |
Funding
Sources |
Budget |
|
1 |
Upgrade
school infrastructure (video, voice and data). Continue wiring mobile units. Provide for off site backup of
AS400, SAN and MDF. Continue
the multimedia classroom initiative in the middle and high schools. Continue to work with Time Warner,
County Commissioners, and FTCC to provide online learning and programs
through the multimedia system. |
Technology |
State,
grants and local |
$300,000 |
|
2 |
Upgrade
School infrastructure (video, voice, and data). Continue wiring mobile units. Provide for off site backup of
AS400, SAN and MDF. Continue
the multimedia classroom initiative in the middle and high schools. Continue to work with Time Warner,
County Commissioners, and FTCC to provide online learning and programs
through the multimedia system. |
Technology |
State,
grants and local |
$350,000 |
Infrastructure
/ Connectivity Timeline
|
Recommendations |
Strategies
for Implementation |
Timeline
/ Status |
ABC
Priority |
|
Design
all infrastructure to meet or exceed North Carolina Department of Public
Instruction and State Information Technology Services Technical
Services. |
Maintain
network monitoring and remote control software. Provide
remote access to teachers and students. Maintain
standards for software, hardware, and networking that enhance
connectivity. Continue
upgrade and standard policies for upgrading or replacing old
equipment. |
On
Schedule |
Effective,
Efficient Operations |
|
WAN
connectivity at T-1 (DS-1 or 1.54 Mbps) connection or better, that is
suitable for simultaneous instructional and administrative applications,
with connections to the Internet for all sites. |
In
place at all sites. |
On
Schedule |
Effective,
Efficient Operations |
|
All
platforms should facilitate adoption of any other emerging technology that
is suitable and supports video, speech, and data
transmission. |
Meets
and/or exceeds, through wireless and standardization within
site. |
On
Schedule |
Effective,
Efficient Operations |
|
When
building new schools, or in major renovations, an important part of the
planning and design process with the architect should include a network
diagram. The plans should
include adequate square footage and infrastructure to support the media
and technology programs. The
plans should also include well-ventilated, easily accessible wiring close
areas (minimum 6 by 8). |
Detailed
map of technology configurations for each site. Provide
1networked lab in each elementary school, 2 labs in schools with more than
600 students. Provide
4 networked computer labs in each middle school. Provide
6 networked computer labs in each high school |
On
Schedule |
Effective,
Efficient Operations |
|
|
Utilize
bulk purchasing to expand the amount of hardware and
software. Provide
additional drops to classrooms for Internet/networking
access. |
On
Schedule |
Effective,
Efficient Operations |
|
Minimum
connectivity should include: |
Telephone
access in every classroom and administrative space. |
On
Schedule |
Effective,
Efficient Operations |
|
Have
emergency data retrieval tools and plans that include regularly scheduled
backup of all data. |
Backup
procedures in place on all servers. Provide
communication equipment for safety and Provide
for on-site maintenance, repair, and replacement of all
technologies. |
200-2001
/ Ongoing |
Effective,
Efficient Operations |
Personnel
Vision
Research has shown that teachers will infuse technology into teaching and
learning more readily and enthusiastically if technical support is in place to
ensure reliability and a sound knowledge base. The effective implementation of the
Cumberland County Schools Educational Technology Plan will be impossible without
the availability of trained professional and technical support staff. These individuals should represent a
variety of career paths:
School-level media supervisors, instructional technology specialists,
instructional technology facilitators, media and technology assistants, LAN and
WAN engineers, SIMS/NC WISE data managers, and technicians. The State Department of Public
Instruction has made recommendations for the number of personnel required to
maintain a technology program for a school system.
Listed below are their recommendations for each
LEA.
·
One
Technology Director
·
One
Certified Media Supervisor
·
One
Technology Coordinator / 10 schools
·
One
Instructional Technology Facilitator / school
·
One
Technology Assistant / school + one Technology Assistant / 1000
students
·
One
Technican I, II and III / 400 computers, with at least one Technician III /
LEA
·
One
LAN Engineer / 50 schools
·
One
WAN Engineer / LEA
·
One
NC WISE Coordinator / LEA
·
One
NC WISE Data Manager / school
·
One
to two Certified School Library Media Coordinator(s) /
school
·
One
to two school Library Assistant(s) / school
Progress
to date
Cumberland County Schools has been innovative in hiring technicians that
are competent and trained in computer repair and networking skills. Additional formal training and in-house
cross training has created a skilled staff that understands the network and
software programs in the schools. A
cadre of trainers is used in the schools using a “train the trainer” model. Three technology facilitators are
available for training at schools upon request. Experienced teachers are contracted to
provide evening staff development in each high school attendance area. Several positions have been added with
the assistance of Workforce, Federal Programs and the Board of
Education.
Technology
Department
Instructional Positions
·
Executive
Director of Technology
·
Three
Technology Facilitators
·
One
part-time Technology Trainer
Technical
Positions
·
One
Instructional Technology Manager
·
Three
LAN Technicians
·
Eight
Technology Technicians
·
Two
Workforce Development Technicians (+1)
·
Two
Wiring Technicians
·
One
WAN Supervisor
·
Three
Help Desk Employees
·
One
Webmaster
·
One
WAN Technician
·
One
Multimedia Foreman
·
Four
Multimedia Technicians
·
One
Student Information Director
·
One
Student Information System Manager (AS400)
·
Four
Data (AS400) Programmers
·
One
SIMS/Wise Coordinator
·
Two
Information Specialists (AS400)
·
One
Network Specialist (AS400)
·
One
Network Specialist Helper
·
One
Bookkeeper
·
One
Administrative Assistant
·
Part
time Technology Teacher Mentor at each school through the use of Grants,
etc. They receive a $100 stipend
per month.
Media
Services
Media Positions
·
Director
·
Professional
Library Administrator
·
Film
Library Clerk
·
Media
Services Assistant
·
Elementary
schools have one certified Library Media Coordinator /
school
·
Middle
schools have two certified library Media Coordinators /
school
·
High
schools have two-three certified library Media Coordinators /
school
Two-year
plan
As more technology tools are added to the schools for instruction and to
the administrative offices, support for this equipment will be required. Teachers and administrators will require
training in the use of software programs and new technologies. Unless support for the repair and
upgrades of computers, servers, and the network are planned, the technology edge
will not be maintained. Cumberland
County Schools, with funding and resources from the state, will strive to add
the necessary personnel recommended by the DPI State Technology Plan. The classroom teachers have come to
expect computers and technology tools that work when they plan classroom
activities or curriculum integration of technology. These requirements are part of the total
cost of technology ownership. The
two-year plan matrix indicates the personnel that will be required for the
technology department and not personnel for each school.
|
Year |
Key
Tasks |
Responsible
Parties |
Funding
Sources |
Budget |
|
1 |
One
technology facilitator, One technician. Continue to fund the Technology
Teacher Mentor at each school.
Seek support for a Technology Facilitator at each school with over
1000 students. |
Technology,
Human Resources |
State,
grant or local |
$100,000 |
|
2 |
One
technology facilitator, One technician. Continue
to fund the Technology Teacher Mentor at each school. Seek support for a Technology
Facilitator at each school with over 1000
students. |
Technology,
Human Resources |
State,
grant or local |
$110,000 |
Organizational Chart for the Technology
Department
Job
descriptions of current / future positions
Cumberland
County Schools currently uses the State DPI technology positions job
descriptions. There are currently
three LAN technicians that were established prior to the current job
descriptions being provided by DPI.
The plan is to change the LAN positions to Technician III, and the other
technician positions changed to Technician I or II. The multimedia technicians will be
classified as Technician I, II, or III.
The Web Master position is included in the state pay
scales.
Personnel
Timeline
|
Recommendations |
Strategies
for Implementation |
Timeline
/ Status |
ABC
Priority |
|
One
Technology Director |
Continue
the employment of Executive Director of
Technology |
On
Schedule / Completed |
Quality
Teachers, Administrators & Staff |
|
One
Certified Media Supervisor |
Continue
the employment of Program Specialist for Media |
On
Schedule / Completed |
Quality
Teachers, Administrators & Staff |
|
One
technology coordinator for every 10 schools |
Strategic
Goal |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
One
instructional technology facilitator per school (must have 50 networked
computers) |
Add
positions and employ personnel as budget permits |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
One
technology assistant per school |
Add
positions and employ personnel as budget permits |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
One
technician I, II, or III per 400 computers |
Add
positions and continue to employ existing
personnel |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
One
WAN Engineer |
Continue
employment |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
One
LAN Engineer for each 50 schools |
Add
positions and employ personnel as budget permits |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
One
SIMS/NC WISE Coordinator |
Continue
employment |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
One
SIMS/NC WISE Data Manager per school |
Continue
employment |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
One
to two certified school library media coordinator(s) per
school |
Continue
employment |
On
Schedule |
Quality
Teachers, Administrators & Staff |
|
One
to two school library media assistant(s) per
school |
Continue
employment |
On
Schedule |
Quality
Teachers, Administrators &
Staff |
Resources
Vision
Today’s
educational environment fosters the need for global connectivity that enriches
the learning environment by allowing teachers and students to access leading
libraries, peruse remote information sources (databases), converse with experts
in a variety of fields, and complete research using primary sources. The vision of technology resources for
Cumberland County’s K-12 educational community is access to these resources at
the point of need, whether it is the media center, the classroom, the
principal’s office, or the home.
(DPI Technology Plan 2000)
In this environment, teachers will have access to technology resources
that will link them to many other avenues for instruction. These resources, especially NC WISE OWL,
will enable them to access a wealth of media and resources tailored to
individual student proficiency levels, learning styles, and interests. LearnNC will provide teachers with
lesson plans and classroom activities.
Technology will unite classroom teachers with other educators, school
counselors, community service agencies, professional development information and
opportunities, and various learning networks. Teachers will have many sources of
support to inspire, motivate and help them become knowledgeable and skilled
professionals.
Students will be provided a technology-rich environment conducive to
improving academic achievement in all areas. They will, on a daily basis, be
developing and using higher-level thinking and communication skills and engaging
in problem solving activities that model real-life situations. These technology resources will enable
students to work individually or in groups at an appropriate level of challenge
or interest. They will allow
students to grasp simple and complex knowledge and skills more quickly,
accessing and benefiting from resources beyond the school walls, and
experiencing the satisfaction of tracking their own
progress.
Full implementation of NC Wise will provide the additional resources to
fully embrace the NCLB philosophy.
Progress
to date
Currently, the Cumberland County Schools System continues to provide the following online resources:
·
Internet
Web Services
·
Intranet
Web Services
·
Administrative
E-mail Server
·
Teacher
E-mail Service
·
Student
E-mail Service
·
Access
to the World Wide Web for teachers, students, administrative personnel
·
NC
Wise Owl
·
Web
sites for administrative offices and schools
·
Student
Web Academy is now providing courses for teachers.
·
A
Teacher Web Academy is now a reality in collaboration with the University of
North Carolina at Pembroke, and Fayetteville State
University
·
Teacher
Assistant’s online educational resources are now a reality in collaboration with
Fayetteville Technical Community College.
·
NC
Wise
The
technology department approves all software purchases after the instructional
personnel have approved the content and the software has been tested to
determine if it will operate with existing network or LAN software
applications.
Cumberland
County Schools also supports the following basic software applications:
·
Microsoft
Office
·
Microsoft
Works
·
Keyboarding
Software
·
Integrated
Learning Systems
·
Accelerated
Reader
·
PASSKEY
·
Accelerated
Math
·
Computer
Curriculum Corporation (CCC)
·
Circulation
Plus
·
Test
Magic
·
ABC
Tools
·
Other
administrative and curriculum software deemed appropriate.
Two-year
plan
Over
the next two years, Cumberland County Schools plans to deploy more applications
and resources via the wide area network to increase availability, provide
downloading of software applications, and to simplify maintenance and
upgrades. The total cost of
ownership (TCO) is not just in hardware cost, but software, personnel,
maintenance and other technology resources.
|
Year |
Key
Tasks |
Responsible
Parties |
Funding
Sources |
Budget |
|
1 |
Upgrading
Resources in 6-8 computer labs and media centers. Move keyboarding to the sixth
grade. Review and evaluate
instructional software.
Upgrade media retrieval software. Review Assistive technology
programs. Research web
software. Online resources
and courses. Provide multimedia online resources. |
Technology
(Instructional and Information), Media, and Workforce
Preparedness |
State,
grants, and local |
$300,000 |
|
2 |
Upgrading
Resources in 6-8 computer labs and media centers. Move keyboarding to the sixth
grade. Review and evaluate
instructional software.
Upgrade media retrieval software. Review Assistive technology
programs. Research web
software. Online resources
and courses. Provide multimedia online resources. |
Technology
(Instructional and Information), Media, and Workforce
Preparedness |
State,
grants, and local |
$300,000 |
Internet
resources including World Wide Web and ftp
Internet access provides all users with vast research material and Internet mail accounts for corresponding with foreign students, experts, colleges and universities. The Internet connectivity provides timely, unlimited access to data and information, as well as promoting adult, parent and community learning, communication and involvement.
In addition, the Cumberland County Schools’ Internet server houses the
Cumberland County Schools home page, home pages for each school, individual
pages for classes, students, and teachers (as requested and approved), as well
as a medium for publishing original works, current student research, teacher
lesson plans, and highlighting school activities and projects. Therefore, Cumberland County Schools has
become a contributing member of the Internet community.
- Individual
school web pages link to ABC achievements posted on the web by DPI; events and
pertinent information for students and parents.
Library
media collection via an online public access catalog
(OPAC)
- Circulation
Plus
- NC
Wise Owl
- Unison
Basic
application software
- MS
Office
- MS
Works
- MS
Outlook
- Internet
Explorer
- AS400
programs (Finance, inventory, etc.)
- NC
WISE
- Assessment
Software
- SIP
2K School Improvement Plan
- Exceptional
Children’s IEP
Staff
e-mail accounts
E-mail accounts reside on three servers: one for administration, one for teachers, and one for students. This configuration gives maximum network management of the servers.
- Exchange
Server is the networking software, using MS Outlook as the e-mail
application.
- Domino
Simulation
software
Several
schools use simulation software in the technology labs. Workforce Preparedness continues to work
towards improving the technology labs with software such as
Amatrol.
Online
and/or CD-ROM resources for research
- Learn
NC
- NC
Wise Owl
- Dictionaries
and encyclopedias are accessed online and by CD-ROM
District
and school up-to-date web site
- Cumberland
County Schools’ web site is: http://www.technology.ccs.k12.nc.us/
- All
the schools and departments can be accessed at this site.
- The
Intranet is a server Web Site that is constantly being updated to provide
current information to employees.
Resources
Timeline
|
Recommendations |
Strategies
for Implementation |
Timeline
/ Status |
ABC
Priority |
|
Develop
a plan for purchase and provision of Media Centers to provide equitable
access for students, teachers, and parents |
Ensure
that software and hardware purchased supports ABC goals |
On
Schedule |
High
Student Achievement |
|
Provide
access to all types of tools necessary for the integration of technology
into the teaching and learning community |
Provide
instructional management tools and resources |
On
Schedule |
High
Student Achievement |
|
All
resources should be subject to the Cumberland County Schools selection
policy, curriculum guidelines, and technical
capabilities |
Ensure
that software and hardware purchased supports ABC
goals |
On
Schedule |
High
Student Achievement |
|
All
classrooms and administrative facilities should have access to Internet
resources including the World Wide Web |
Completed
and updated as needed |
On
Schedule / Complete |
High
Student Achievement |
|
All
classrooms should have access in each school to the school’s library media
collection via on online public access catalog
(OPAC) |
Complete
to all instructional and administrative areas, with the exception of
temporary areas |
On
Schedule / Complete |
High
Student Achievement |
|
All
classrooms should have access to NC WISE |
Classrooms
are ready and capable when the release is
available. |
On
Schedule / Complete |
High
Student Achievement |
|
All
classrooms should have access to NC WISE OWL |
All
classrooms have access to NC WISE OWL and other online
resources |
On
Schedule / Complete |
High
Student Achievement |
|
All
classrooms should have access to basic application
software |
Microsoft
Works and/or Microsoft Office are installed on all classroom computers and
laptop computers for teachers |
On
Schedule / Complete |
High
Student Achievement |
|
All
staff should have access to email accounts |
Accounts
are available for all staff with new employees provided accounts
immediately |
On
Schedule / Complete |
Effective,
Efficient Operations |
|
All
students should have access to simulation
software |
Simulation
software is made available on an as-needed basis to meet curricular
needs |
On
Schedule |
High
Student Achievement |
|
All
staff and students should have access to online and/or CD-ROM resources
for research |
Online
and CD-ROM resources are available as needed for curricular
needs |
On
Schedule |
High
Student Achievement |
|
Cumberland
County School System and each school in the district have an up-to-date
web site |
Information
provided to the community and beyond via the World Wide
Web |
On
Schedule |
High
Student Achievement |
|
Provide
equity and access through efficient resource management using technology
resources |
Needs
assessments and recommendations via local and state
requirements |
On
Schedule |
High
Student Achievement |
Hardware
Recommendations
Vision
Curriculum
and instruction decisions must be the driving force behind the selection and
purchase of educational software and hardware solutions, while administrative
business requirements determine those hardware and software decisions. Both areas of the organization should
share a common infrastructure.
While most educational decisions reside appropriately with the individual
school, technology-related decisions must be guided by a centralized decision
making process to facilitate the technical and instructional support of
technology.
The classroom is the focal point for teaching and learning. As teaching has changed from
teacher-directed to project-based learning, the need for technology in the
classroom has changed. One computer
in the classroom is no longer adequate or appropriate. Research indicates that a ratio of one
computer to every four to five students is necessary if technology is to help
students make significant gains in student achievement and support the
teaching/learning process. (Valdez
et al, 1999) The goal of CCS is to
provide each classroom with 5 student and 1 teacher
computer.
The classroom should include multimedia, connected computers so that
students can work on projects, access online resources, and use remediation and
basic application software. The
teacher workstation facilitates classroom administrative functions such as
taking attendance, developing IEP’s, communicating with parents, processing
grades, analyzing student t performance data, and collaborating with other
professionals. A variety of
electronic resources should be available for student and teacher use such as
digital and video cameras, scanners, and assistive/adaptive devices for children
with special needs. Classrooms
should also have a telephone with voice mail capabilities so that teachers and
parents can communicate without interrupting instructional
time.
The school library media center is an extension of the classroom where
teachers and media coordinators collaborate to bring information resources to
teaching and learning. Computers in
the media center are windows to the world, serving every student and teacher in
the school. A variety of different
activities take place here:
Students do research, prepare multimedia presentations, search on-site
and remote databases, check out materials, and learn to evaluate resources. These activities should take place
throughout the center:
- The
reference area should house myriad print and electronic resources for ready
access to information, with a high-speed laser printer available so that
printed information can be used at home for further
learning;
- The
circulation desk should include two computers, one for student checkout and
one for media coordinator access;
- OPAC’s
should be scattered throughout the center for student and teacher use and so
that the media coordinator can help teachers and students find a variety of
materials for personal use and can help teachers find resources to complete
lesson plans;
- Pods
of computers should be available across the center for small groups of
students to collaborate on classroom projects;
- Portable
laptop computers should be available for checkout for children who do not have
computers at home.
Even
with computers in both the classroom and the media center, a compute lab is
still necessary. In order for this
lab to be used effectively, it must be a space with a one to one computer to
student ratio. This lab is used for
whole class instruction and is a place where the classroom teacher, media
coordinator, and instructional technology facilitator work in collaboration to
teach large groups of students specific skills and concepts. The computer labs are the resource room
for teacher training research.
In office areas,
each administrative space is equipped with a computer that has access to
workgroup printers. Administrative
stations should have access to all appropriate student information databases,
other pertinent administrative databases such as Human and Financial Resources
Systems, e-mail and voice mail.
These workstations should be configured so that they can access all
midrange and mainframe systems via IP where appropriate.
Progress
to date
The Cumberland
County Schools are currently standardized with the following
hardware:
·
Hewlett
Packard Desk Jet and Laser Printers
·
Hewlett
Packard Flat Bed Scanners
·
Compaq
Desktop Computers
·
Compaq
Servers
·
LCD
Projectors
·
Digital
Cameras
·
Quick
Cams
·
Administrative
printers
·
NC
Wise administrative requirements are being met with computers and printers for
Data Managers and other support personnel
Classroom
configurations
Computers
in the classroom are connected to the network for Internet, Intranet, and file
server access. Each computer is
also connected to a local or networked printer. The goal is at least six computers in
each classroom. Every new school is
constructed with access for six student computers and a teacher
workstation. Voice and video
multimedia are provided to each classroom and connected back to the main
distribution frame (MDF) to provide cable access and telephone
connectivity. Each classroom will
be reviewed for assistive technology needs.
Computer
lab configurations
Each general-purpose computer lab is equipped with 30 computers and a laser printer. Career and Technical Education computer labs are equipped with 20-24 computers and laser printer or other peripherals, depending on the DPI course requirements. Like the classroom configurations, each computer in the lab is connected to the network for Internet, Intranet, and file server access. Each computer is also connected to a local or networked printer. Each lab has voice and video multimedia capabilities. Each computer lab will be reviewed for assistive technology needs.
Media
center configurations
The goal is to equip each media center with ten computer and laser printer. Two of the computers should be at the checkout desk, one for students and the other for the media coordinator. The remaining eight should be used for student search stations. Each computer in the Media Center will be connected to the network for Internet and media automation software access. Each computer has access to a networked printer. The media center information can be accessed from the classrooms so that teaches can develop lesson plans that include the media center resources.
Administrative
office configurations
Each
computer in the administrative office is connected to the network for Internet,
Intranet, and mainframe access (AS400).
Each computer is also connected to a local or networked printer. All administrative offices are networked
to the school’s LAN and the district’s WAN to gain access to administrative
applications as needed, as well as Internet and e-mail. Each school should have an
administrative laser printer. Each
principal’s office should have multimedia access to the classrooms and security
systems.
Two-year
plan
Cumberland
County Schools is dedicated to maintaining a quality of technology for
instructional and administrative use.
To maintain this level of excellence, upgrades and replacement of
equipment must be contained in each year’s budget. State technology funding is about 10% of
the total budget. If current low
wealth and local funds remain the same for the next two years, the plan is to
maintain the purchase of approximately 800 classroom computers per year. Classroom computers are deployed to the
schools according to student enrollment allotment. This plan ensures that new technology is
being provided to the classroom equitably across the system. Computers that have lost technology
value will be moved to keyboarding labs or to cluster labs. Outdated equipment is turned into
surplus. Administrative computers
will be replaced on a basis of 20% each year. Computers will be used in an efficient
manner that allows full and complete use of their
capabilities.
|
Year |
Key
Tasks |
Responsible
Parties |
Funding
Sources |
Budget |
|
1 |
Replace
20% of administrative computers and printers. Add classroom computers. Replace five outdated labs. Presentation tools for
schools. (cameras, LCD
projectors, etc.) Printers and copiers. |
Technology,
Finance, and Workforce Development |
State,
grant and local |
$250,000 $600,000 |
|
2 |
Replace
20% of administrative computers and printers. Add classroom computers. Replace five outdated labs. Presentation tools for
schools. (cameras, LCD
projectors, etc.) Printers and copiers. |
Technology,
Finance, and Workforce Development |
State,
grant and local |
$250,000 $600,000 |
Hardware
Recommendations Timeline
|
Recommendations |
Strategies
for Implementation |
Timeline
/ Status |
ABC
Priority |
|
Maintain
guidelines for equipment |
Continue
to update guidelines and provide information on a timely basis to insure
availability and best cost for. |
On
Schedule |
Effective,
Efficient Operations |
|
Provide
appropriate environments for equipment, school and
system |
Adhere
to standards and guidelines provided by the state
standards |
On
Schedule |
Effective,
Efficient Operations |
|
Provide
on-site, timely maintenance and replacement of
equipment |
Maintain
inventory of parts and supplies, monitor replacement and maintenance
expenditures, upgrade on a scheduled basis. |
On
Schedule |
Effective,
Efficient Operations |
|
Provide
technology for safety and security |
Provide
two-way portable communication devices for administrators and central
office staff. |
On
Schedule |
Effective,
Efficient Operations |
|
Classroom |
|
|
|
|
One
teacher workstation + 5 multimedia computers/classrooms (may require
hub/switch depending on number of data ports) |
Plans
for providing laptops will continue, as funding becomes available for
providing additional classroom computers |
On
Schedule |
High
Student Achievement |
|
Assistive/adaptive
peripherals to meet student/teacher needs. |
Peripheral
devices and assistive equipment is available on an as-needed
basis |
On
Schedule |
High
Student Achievement |
|
One
networkable printer/classroom, inkjet or better |
Laser
printers are provided for classroom use through the
network |
2000-2001/
On Schedule |
High
Student Achievement |
|
One
projection device, digital camera/classroom |
Continue
to provide LCD projectors per enrollment |
On
Schedule |
High
Student Achievement |
|
One
TV/monitor/classroom |
Most
classrooms have television and VCR or access to centralized video
systems |
On
Schedule |
High
Student Achievement |
|
One
telephone/classroom |
Continue
to upgrade telephone system |
On
Schedule |
Safe
and Orderly Schools |
|
One
video camera/500 students |
All
schools have at least one video camera. |
On
Schedule / Partial |
High
Student Achievement |
|
Ergonomically
correct furniture and peripherals |
Part
of the On Schedule technology to replace and
update. |
2005
/ |
High
Student Achievement |
|
Appropriate
technology for course content (i.e. manipulatives, probeware, midis,
CADware, etc.) |
Available
on an as needed basis and individual school sites. Continue to work with Technical
Education. |
2005
/ |
High
Student Achievement |
|
One
research station / 100 students |
All
media centers have research stations. |
On
Schedule |
High
Student Achievement |
|
Assistive
/ adaptive peripherals to meet student/teacher
needs. |
Provide
adaptive devices and software for special needs
students. |
On
Schedule |
Effective,
Efficient Operations |
|
Two
circulation stations / media center |
Most
media centers have two circulation stations |
On
Schedule |
Effective,
Efficient Operations |
|
One
circulation printer/media center. |
One
is provided in all schools |
On
Schedule / Complete |
Effective,
Efficient Operations |
|
One
networkable printer/10 computer/media center, inkjet or
better |
At
least one networkable laser printer is provided for all media
centers |
On
Schedule |
Effective,
Efficient Operations |
|
Ergonomically
correct furniture and peripherals |
Complete
as funding allows and new construction |
2005
/ |
|
|
Computer
Lab |
|
|
|
|
25-30
Internet accessible computers depending on largest class
size |
These
guidelines have been met |
On
Schedule |
High
Student Achievement |
|
One
networkable printer, inkjet or better |
At
least one in each lab. |
On
Schedule |
High
Student Achievement |
|
Assistive/adaptive
devices as needed |
Provide
adaptive devices and software for special needs students on an as needed
basis. |
On
Schedule |
High
Student Achievement |
|
One
telephone. |
Complete |
On
Schedule |
Effective,
Efficient Operations |
|
One
scanner/ each administrative area. |
Access
is available to each area. |
2005
/ |
Effective,
Efficient Operations |
|
One
networkable printer/each administrative area, inkjet or
better |
Complete |
2001
/ |
Effective,
Efficient Operations |
|
Access
to TV/monitor |
Access
is available |
On
Schedule |
Safe
and Orderly Schools |
|
Ergonomically
correct furniture and peripherals |
Complete
as funding allows and new construction sites. |
2005
/ |
Effective,
Efficient Operations |
Policy
Vision
Cumberland
County Schools is challenged with implementing technology resources based on
community standards and sound educational theory. In order to ensure that the selection of
instructional materials is based on these premises, a series of policies have
been established that are reflective of the administration’s mores, protects
academic freedom, and assists personnel in making sound education
decisions. The placement of all
policies on the Intranet is in progress.
Progress
to date
Cumberland County Schools has an Acceptable Use Policy for Internet use
by students and staff. Other
technology policies are included in other guidelines. Other policies concerning technology are
in review. Numerous policies are on
the Intranet for access by the schools and administrators. A Technology Resource section was added
to the 2002-2003 Employee Handbook.
Detailed
Policies
Materials
Selection Policy as mandated by GS115C-102.6
Cumberland
County Schools procures technology equipment and materials in compliance with
all state mandated purchasing requirements.
Hardware
and software procurement policy:
The selection of computer hardware and software depends upon many
considerations: features,
availability, cost of replacement parts, price, etc. The determination of which particular
brand and model to purchase requires an assessment of the impact the hardware
will have on many departments and their resources. These departments include: Technology; Plant Operations; Career and
Technical Education; Facilities Department (for installation of electrical or
computer network wiring plus any remodeling to fit the technology); and the
Technology Department (for installation of telephones for troubleshooting and
installation of digital network wiring).
Because of the impact that selections can have on limited resources,
decisions must be based upon input from all parties involved at the school and
district level.
In order to ensure compatibility with existing hardware and peripherals
and their supportability, all purchase requisitions for instructional hardware
should be forwarded to the Executive Director of Technology for approval. All purchase requisitions for
administrative hardware should also be forwarded to the Executive Director of
Technology.
Copyright
policy:
The
copyright law of the United States (Title 17, United States Code) governs the
making of photocopies or other reproductions of copyrighted
material.
Under certain conditions specified in the law, libraries and archives are
authorized to furnish a photocopy or other reproduction. One of these specified conditions is
that the photocopy or reproduction is not to be “used for any purpose other than
private study, scholarship, or research.”
If a user makes a request for, or later uses, a photocopy of reproduction
for purposes in excess of “fair use”, that user may be liable for copyright
infringement.
Cumberland County Schools reserves the right to refuse to accept a
copying order, if in its judgment, fulfillment of the order would involve
violation of copyright law.
(Adopted by Cumberland County Board of Education, August 11,
1987).
Internet copyright guidelines are as follows:
·
Fair
use ends when the multimedia creator loses control of the product’s use, such as
access by others over the Internet.
·
Internet
resources often combine copyrighted and public domain sites; therefore care
should be used in downloading any sites for use in multimedia
presentations.
·
Until
further clarification, educators and students are advised to write for
permission to use Internet resources and to be mindful of the copyright
ramifications that include embedded additional links to a particular
site.
Deployment
procedures:
Technology equipment, software and materials are currently deployed based
upon enrollment and need. Each
school improvement plan is reviewed so that projects and special requirements
are assisted with technology funds and resources. The goal is to replace 20% of
administrative computers each year so that adequate technology will be available
for administrators. Exceptional
Children has been funded from the state technology funds each year and this
funding will continue. To ensure
that all needs are met, each school and administrative office should make the
Technology Director aware of their equipment requirements prior to the yearly
budget projections. The Exceptional
Children’s Program has reserved funds each year from the State Technology Funds
to assist in providing for their special needs.
Acceptable
Use Policy:
Cumberland
County Schools has an Acceptable Use Policy (AUP) that is called an Internet Use
Policy which is posted on the CCS web site (File: IFAE). Each student and their parents are
required to sign the AUP prior to their use of the Internet. The AUP is also published in the student
handbook and in printed form from the Print Shop.
An Internet/Intranet Publishing Agreement is established that informs
content contributors of their responsibility to efficiently, ethically, and
legally utilize network resources and to ensure proper conduct when using the
district’s network capabilities.
Policy
for equipment / materials donation:
As
stated in the NCDPI Financial Policy and Procedures Manual, Section 7,
Disposition of Fixed Assets, 7.2, “Before a department of LEA disposes of any
real and personal property, notice should be circulated to other departments
that the property is considered surplus I the event that another department can
use the property”. Further, Section
7 states that if any equipment or materials are transferred to or exchanged with
another government unit, the Board of Education must approve the transfer or
exchange. The donation requirements
change each year. Currently
computers with a Pentium 3 processor are being accepted, but that will change
next year to a Pentium 4.
Web
site development:
The
Web Master is responsible for the network administration of the Cumberland
County Schools web pages. Students
should work with teachers in developing school web sites. It is a goal that students will soon be
the web managers at the school sites.
The Web Master is charged with assisting the school web managers with
developing and maintaining their site.
Each department should maintain a web site so that they can communicate
their projects, goals, and calendars to the system and community. The Web Master should make all web links
so that inappropriate links will not be connected on the Internet. The web page software used by CCS is
Microsoft FrontPage. No other web
page software is currently approved.
Policy
for equipment maintenance and repair:
Cumberland
County Schools has a procurement policy that provides a three-year, on-site
warranty for parts and labor on all computer purchases. Out of warranty repairs are made
in-house or vendor serviced.
Whenever possible extended warranties are requested as a business
requirement for purchase.
There are currently three technicians on staff that repair multimedia
equipment, point of sales registers, computers, printers, cameras, scanners and
other technology equipment.
Policy
for replacement of obsolete equipment:
A
five-year replacement cycle will be established with 20% of all equipment
(computers and printers) being replaced each year. Computers that are replaced are moved to
a keyboarding lab or another instructional area where use of the equipment can
be extended. When equipment is
beyond economical use, it is cannibalized for repair parts prior to being turned
in for salvage. Each year $110,000
has been budgeted for repairs of all technology equipment including Media,
Workforce Preparedness, and Administrative. The technology department hasn’t charged
back a repair cost to a school the past five years.
Network
security policy:
The
network has filtering software at the Ds3 cloud. It filters all out going and incoming
traffic. This includes but is not
limited to sex/pornographic sites and content, streaming audio and video, and
instant messaging. A network server
is being placed between the Internet gateway and the outside router to filter
each packet transmitted.
A firewall is the network security device that sits between the CCS WAN
and the public Internet port. Each
network server resides behind the firewall that permits access to specified
information services. There is an
enterprise backup system for district data backup over the
WAN.
Students are responsible for proper behavior when using computers at
school. Computer files, including
e-mail, are not private. The use of
the school’s computers and computer networks, computer software, data files, and
intellectual property is a privilege and is intended for educational purposes
only. The privilege may be revoked
or other disciplinary action taken for violation of any of the following
rules. Students may
not:
ü
Share
computer account ID’s and passwords, except when
authorized.
ü
Create,
copy, receive, or use data, language or graphics that are obscene, abusive, or
otherwise inappropriate at school.
ü
Access,
change, or delete intellectual property belonging to others, including programs
or data files not owned by the user without their expressed
permission.
ü
Steal
or destroy the school’s computer software, data files, or intellectual property
owned by the school or other persons.
ü
Steal
or destroy computer hardware or peripherals (printers, mouse, monitors, modems,
cables, connectors, etc.)
ü
Violate
or attempt to violate the security of the computer / network
systems.
ü
Make
unauthorized or unlawful installation of personal computer software on the
school’s computers or the computer networks, including, but not limited to
games, virus programs, and application software. Student provided software must be used
only in accordance with the license agreement.
ü
Use
computers, computer networks, or computer peripherals (printers, mouse,
monitors, modems, etc.) to commit a forgery or to create a forges
instrument.
ü
Use
computers, computer networks, computer software, data files or intellectual
property in any unauthorized way.
Disposal
of outdated resources and equipment:
All
technology equipment that has been determined to be beyond system use of
economical repair will be turned into salvage for disposal under guidelines
specified by the state surplus specifications.
Comprehensive
policy for inventory control:
Purpose
of the system:
In
order to account for all property used in the Cumberland County School System, a
computerized fixed asset inventory system was developed in 1980. This system has been designed to meet
the following needs:
·
Provide
a system-wide accounting of all non-expendable property;
·
Make
it easier to establish losses from fire and theft;
·
Provide
accurate information to support budget requests;
·
Identify
property with the funds used for purchase;
·
Provide
information on replacement cost;
·
Aid
accountable personnel to properly account for the property at their
location. All principals and
central office administrators are required to follow the guidelines of this
system.
Administration
of the system:
The
administration of this fixed asset system is the responsibility of the Finance
Officer. When a purchase order is processed through the central purchasing
office, a code is given to all orders for items meeting the criteria of a fixed
asset. Invoices for these items
cannot be paid without a fixed asset number being recorded in the computer for
that asset.
Items
to be included:
Generally,
equipment items having a unit price of $500.00 or more will be considered a
fixed asset. Records may also be
required for any other items designated by the Finance
Officer.
Classification
of Supply items vs. Equipment items:
Supply items:
Supply
items include those articles that, after issue, are chemically or physically
altered with use to the extent that they cannot be economically reused for their
original purpose. Supplies are
either consumed in use or lose their identity in the process of work or the
performance of service. Supply
items can also be small items (low dollar, high volume usage) for which it is
not feasible to maintain property records.
No property accounting records are maintained for supply
items.
Equipment items: A
fixed asset account that reflects the value of tangible property, not
permanently affixed to real property, which is useful in carrying out operations
of the school unit. Examples of
equipment are: machinery,
furniture, and furnishings.
Self-propelled vehicles are included in this
category.
Removal
of a Fixed Asset from the record:
Normally,
removal of a fixed asset is recorded through the sale of surplus property,
theft, or destruction.
If a location has a piece of equipment that is no longer usable, they
should complete a disposition form, mark the block for discarded and send the
form to the property control office.
A special courier will pick up the equipment. It will be held at the warehouse until
the next surplus property sale and then it will be put up for sale. No fixed asset should be discarded
without going through this procedure.
If an item is stolen, a disposition form should be completed and the
block for stolen should be marked.
A copy of the police report should be attached if the theft occurred
during a break-in. If the theft
occurred under other circumstances, a statement signed by the principal should
be attached to the disposition form.
Annual
Physical Count of Fixed Assets:
A designated person at the school does a physical verification of fixed assets in each school, once a year. The fixed assets clerk sends a schedule to the contact at the school at the beginning of the school year. The school contact picks up a scanner from the property control office during the month they are scheduled. The contact person returns to the school, scans the equipment and returns the scanner to the property control office. At that time the scanner is downloaded into the computer. The discrepancy report is generated. This lets the school know what was missed. The school contact will then return to the school and locate the missing equipment. After this has been done, the report with an explanation will be sent back to the property control office. Adjustments will be made to the school inventory. A letter is then send to the principal advising them that their inventory is completed for the year.
Periodically, the property control clerk will do a physical check of
selected schools’ fixed assets inventories. This can be the entire inventory, or
specific types of equipment, i.e. computers and musical instruments, or randomly
selected items from the inventory.
Data
privacy policy that addresses FERPA and state
legislation:
Cumberland
County Board Policy and the Family Education Rights and Privacy Act (FERPA)
permit parents and those students over 18 years of age (eligible students) the
following rights with respect to the student’s education
records:
- The
right to review the student’s education records within 45 days of the request
to review.
- To
request an amendment to records that are believed to be inaccurate or
misleading.
- To
consent to the disclosure of personally identifiable information except to the
extent that FERPA authorizes disclosure without consent.
- To
file a complaint with the U.S. Department of Education concerning alleged
failures by the school district to comply with the requirements of
FERPA.
Release
of directory information:
Certain
directory information such as the student’s name, address, telephone number,
date and place of birth, participation in officially recognized activities and
sports, weight and height of members of athletic teams, dates of attendance,
degrees and awards, received, and other similar information will be released to
other governmental agencies when the eligible student, parents, or guardians
have not objected to the release of directory information. Parents and eligible students have a
right to object in writing to the release of directory information within 10
days of the receipt of this notice.
This opportunity will be given at the beginning of each school year of
upon the enrollment of the student.
If parents or eligible students do not object within 10 days from the
receipt of this information, directory information may be released consistent
with Board policy.
Lists of graduating seniors’ names and related directory information may
be provided to post secondary educational institutions for their limited purpose
of providing information to seniors about such schools and their programs. Such information may also be provided to
the various branches of the armed services. Directory information may also be
provided regarding graduated seniors for the purpose of class reunions or alumni
activities. Such groups shall
maintain the confidentiality of the information by not distributing it to other
persons, institutions or organizations.
The release of employees’ e-mail address lists is
prohibited.
Access
to Information Policy that, if filtering systems are used, ensures adequate data
retrieval capabilities for both students and staff:
The
network administrator can manually correct any sites that have been
inappropriately blocked upon request.
The filtering software alerts the network manager when it has blocked a
web site or detected in appropriate e-mail language. This feature allows the administrator
the opportunity to evaluate the site.
Plan
for translating all student/parent policies into other
languages:
The
ability to conduct business across languages has become mandatory in today’s
web-driven economy. Access to
accurate, on-demand automatic translation is a key to the language translation
solution for any multi-national community.
The use of SYSTRAN PRO Premium software will enable the CCS web site to
be read in 16 languages. Users can
translate interactively on-screen or by grouping several files and sending them
to the translation queue with one click of the mouse. All policies are being posted on the
Intranet.
Policy
for disaster recovery of data and hardware:
- All
AS400 files (system and data) will be copied to removable media
daily.
- Weekly
backup files will be maintained off-site.
- A
daily backup log will be maintained that indicates the following: date, operator, backup media
identification, and any errors or unusual circumstances will be
noted.
- Monthly
and yearly backups of specified files will be maintained as
needed.
- An
Enterprise backup system is being placed in the network to backup data in the
WAN.
- The
AS400 System, MDF and Telephone Exchange are being placed on an emergency
powered backup system and housed in a room with fire protection and security
system in place.
Policy
that addresses advertising and commercialism on school resources and
equipment:
Vendor
advertising and commercials are prohibited on the CCS Network. The Web Master makes all links and
reviews them periodically to ensure that other links to inappropriate sites have
not been made.
Due to E-Rate policies, there can be no resale of network resources
covered by E-Rate funds.
Two-year
plan
The
goal during the next two years is to review, complete and evaluate and present
to the Cumberland County School Board policies that will ensure the proper and
fair use of technologies by students, teachers and administrators. Since technology is constantly changing,
flexibility will be the key to successful policies. Posting them on the Intranet will
provide the most current updates for everyone.
|
Year |
Policy |
Responsible
Parties |
Effective
Date |
|
1 |
Review
deployment procedures. Review
equipment and repair policy.
Review network security.
Review the AU. |
Technology,
Instructional, Media, Communications, and Workforce
Preparedness. |
8/30/02 |
|
2 |
Review
deployment procedures. Review
equipment and repair policy.
Review network security.
Review the AU. |
Technology,
Instructional, Media, Communications, and Workforce
Preparedness. |
8/30/02 |
Policy Timeline
|
Recommendations |
Strategies
for Implementation |
Timeline
/ Status |
ABC
Priority |
|
Materials
Selection Policy |
GS
115C – 102.6 |
Complete
/ In Effect |
High
Student Achievement |
|
Hardware
and Software Procurement Policy |
Board
Policies |
Complete
/ In Effect |
Effective,
Efficient Operations |
|
Copyright
Policy |
Board
Policies |
Complete
/ In Effect |
Effective,
Efficient Operations |
|
Deployment
Procedures |
Board
Policies |
Complete
/ In Effect |
Effective,
Efficient Operations |
|
Acceptable
Use Policy |
Board
Policies |
Complete
/ In Effect |
High
Student Achievement |
|
Equipment
/ Materials Donations Policy |
NCDPI
Financial Policy and Procedures Manual – Section 7 |
2002
/ |
Effective,
Efficient Operations |
|
Guidelines
for Web Site Development |
Board
Policies |
Complete
/ In Effect |
Effective,
Efficient Operations |
|
Equipment
Maintenance and Repair Policy |
Board
Policies |
Complete
/ In Effect |
Effective,
Efficient Operations |
|
Replacement
of Obsolete Equipment Policy |
Board
Policies |
Complete
/ In Effect |
Effective,
Efficient Operations |
|
Network
Security Policy |
Board
Policies |
2002
/ |
Effective,
Efficient Operations |
|
Plan
to Cover the Disposal of Outdated Resources and
Equipment |
Board
Policies |
2002
/ |
Effective,
Efficient Operations |
|
Inventory
Control Policy |
Fixed
Asset System Policy |
Complete
/ In Effect |
Effective,
Efficient Operations |
|
Data
Privacy Policy |
Board
Policies |
Complete
/ In Effect |
Effective,
Efficient Operations |
|
Access
to Information Policy |
Board
Policies |
Complete
/ In Effect |
Effective,
Efficient Operations |
|
Plan
for Translating Policies into the Predominant Languages of the
Community |
Being
written |
On
Schedule |
Effective,
Efficient Operations |
|
Disaster
Recovery of Data and Hardware Procedures |
To
be written |
2005
/ |
Effective,
Efficient Operations |
|
Policy
that addresses advertising and commercialism on school resources and
equipment |
To
be written |
2005
/ |
Effective,
Efficient Operations” |
Budget
Vision
Budgeting
for technology crosses all program areas in a school system. The budget process ensures that every
program in the system is adhering to technical standards, and that the hardware
and software being purchased can be supported by the technical and personnel
infrastructure. While technology
purchases are often a site-based decision, state and county-wide standards must
be followed so that repair, maintenance, and replacement are
facilitated.
Progress
to date
Cumberland
County Schools has standardized the purchase of technology equipment. The technology department receives bids
for the system purchases, which provides for greater purchasing power and
standardization. In the past five
years the school board has provided the means for the system to purchase
classroom computers, install a WAN, upgrade the school and administrative LANs,
and upgrade computer labs at every school.
Schools have been provided with printers, digital cameras, LCD
projectors, flat bed scanners, educational and administrative software,
classroom telephones and television, and technologies specific to the school
programs. In excess of six million
dollars has been spent on infrastructure, hardware, software, staff development
and materials relating to technology in the past three
years.
Two-year
plan
The technology plan for the next two years will focus on educational software, video conferencing, staff development (advanced courses, online courses, classroom integration of technology, and software specific), hardware purchases and upgrades, upgrades and management of the network.
|
Year |
Key
Tasks |
Responsible
Parties |
Funding
Sources |
Budget |
|
1 |
Staff
Development |
Technology,
Staff Development Office, Instruction, and Finance |
State,
local, and grants |
$750,000 |
|
2 |
Staff
Development |
Technology,
Staff Development Office, Instruction, and
Finance |
State,
local, and grants |
$750,000 |
The
Budget includes:
A long-range budget from July 1, 2002 – June 30, 2005
Details are included in each section that requires a
budget.
Total cost of ownership for the two-year plan is
$7,600,000.00
July 1, 2003 – June 30, 2005
Details are included in each section of the plan.
Personnel
2,180,000
Staff Development
500,000
Infrastructure/connectivity
350,000
Hardware
2,300,000
Resources
600,000
Instruction/evaluation
150,000
Web updates
20,000
Telephones
1,500,000
_______________________________________
Total cost of ownership for two years: $7,600,000.00
Communication
and Collaboration
Vision
Cumberland
County Schools is constantly cultivating its current partnerships with the
military, business, industry, the local schools of higher education, nonprofit
organizations, and the community, as well as searching out new opportunities for
collaboration. Collaboration will
continue to build on current successes, making sure that the taxpayers and
legislators are aware of the impact of media and technology programs on teaching
and learning. The more specific
information decision-makers have, the less likely they are to be concerned the
next time the local media questions the role of technology in schools. The communications department updates
their web daily so that the community is aware of the schedules and events
planned by the schools and the board of education.
Progress
to date
- Cumberland
County Schools currently uses Exchange for e-mail and internal memo
system.
- All
administrative personnel have access to e-mail and the
network.
- Teachers
have e-mail
- Everyone
on the network has access to the Internet, Intranet and AS400 (when
appropriate).
- Our
Help Desk is using NetMeeting for troubleshooting school LAN and PC
issues.
- A
system-wide calendar system is used throughout the network.
- Students
have Internet access.
- Online
registration is available for staff development classes.
- School
web sites have been created at every school.
- Several
of our schools have received state awards for their web
designs.
- The
CCS Web Site has been redesigned for easier use.
- The
CCS Intranet has been redesigned for easier use.
Two-year
plan
- More
involvement with local community colleges and higher education
institutions.
- Work
more closely with city and rescue sources.
- A
budget of $10,000 each year for upgrades to the software and
hardware.
- Communication
department expansion of the use of the web pages to communicate with the
community at large.
- Encourage
more employees to use the Intranet for information.
Revised
Internet/Intranet Features
Internet:
- Calendars
- All
schools have a calendar of events, which feed into a Master Calendar for
their group for easy viewing.
Groups are K5 Master Calendar, Middle Master Calendar and High Master
Calendar. These calendars are
used to provide event information to the local
newspaper.
- Department
calendars are used to post department events as to help avoid scheduling
conflicts. Individual
Department Calendars also feed into a Centralized Master Calendar for easy
viewing of all department events.
- All
schools have a calendar of events, which feed into a Master Calendar for
their group for easy viewing.
Groups are K5 Master Calendar, Middle Master Calendar and High Master
Calendar. These calendars are
used to provide event information to the local
newspaper.
- Enrollment
o
Frequently
Asked Questions and procedures for
enrollment.
o
Applications
for Choice Programs
- Curriculum
- Testing
Schedule for the school year.
- Promotion
Standards
- Course
requirements for graduation
- 4
Year Academic Plan
- Festival
of Flight 2003 Curriculum Information and link.
- Testing
Schedule for the school year.
- Schools
o
Links
to all CCS School Web sites
- Directories
- All
school profiles which include:
- School
addresses and phone numbers
- Principal
Name
- School
Report Cards
- School
addresses and phone numbers
- All
school profiles which include:
- Employment
o
Job
postings
o
Employment
applications for downloading
- Annual
Report
- Policies
- Policy
Web site has been revised for easier navigation
- Policies
are available in two formats
- HTML
for viewing on the Web
- PDF
for printing
- When
Policies are revised or updated, a notice is e-mailed to the Policy
Updates Distribution List
- HTML
for viewing on the Web
- Policy
Web site has been revised for easier navigation
- Facts
and Figures about CCS
- Number
of Schools – K5, Middle, High, Classical, Year-Round, Evening Academy, Web
Academy, Special Schools
- Enrollment
– Total number of students
- Ethnic
Distribution
- Number
of Graduates
- Number
of Employees
- Transportation
– Total number of buses, Number of students transported daily, Miles
traveled daily, Number of routes
- Food
Services – Breakfasts served daily, Lunches served
daily
- Meal
Costs
- Per
Pupil Expenditure
- Demographic
Information
- Number
of Schools – K5, Middle, High, Classical, Year-Round, Evening Academy, Web
Academy, Special Schools
- Board
of Education member contact information
- Helpful
Links
o
Teacher
and Student helpful resources
o
Career
and Education resources
o
Community
resources
- CCS
E-mail
- Provides
Web Access to CCS E-mail
- Provides
Web Access to CCS E-mail
- Search
CCS
o
Advanced
search capabilities of CCS Internet Web site
Intranet:
- Directories
Database
- Directory
of CCS Personnel detailing names, departments, phone numbers, e-mail
address, supervisors and much more.
- Directory
of CCS Personnel detailing names, departments, phone numbers, e-mail
address, supervisors and much more.
- Issue
Bin
o
Personnel
are able to post their concerns anonymously and have Dr. Harrison respond to
their issues.
- Handbook
- 2002-2003
Employee Handbook
- Crisis
Management and Emergency Handbook
- Human
Resources Procedural Handbook
- Records
Retention and Disposition Schedule
- Rental
Contract Manual
- Student
Attendance and Student Accounting
- 2002-2003
Employee Handbook
- Forms
o
Academy
Application Forms (password required)
o
Change
of Address Form-Notice: The Change
of Address Form cannot be submitted via the Intranet. Must be printed and sent through
courier.
o
Disposition
Form – PDF Format
o
EC
Additional Personnel Request Forms
o
Equipment
Checkout Form – PDF Format
o
Field
Trip Forms
o
Interpretation
of the Library Bill of Rights – PDF and MS Word
Formats
o
Photographic/Videotaping
Parental Permission Form-PDF and MS Word Formats
o
Principals
Observation Form
o
Request
to Question Pupil-PDF and MS Word Formats
o
Shining
Star Nomination Form-PDF and MS Word Formats
§
Notice: The Shining Star Form cannot be
submitted via the Intranet. Print
form and send through courier.
- Procedures
- Board
Recognitions for Monthly Board Meetings
- Central
Services Connecting with Students
- Disciplinary
Procedures for Suspension
- Driver
Eligibility Procedures
- Human
Resources Procedural Handbook
- Kindergarten
– Early Admission
- School
Improvement Plans
- School
Opening and Closing Times
- Student
Attendance and Student Accounting
- X-Stop
- Board
Recognitions for Monthly Board Meetings
- ABC
Tools
o
Download
the latest version of ABC Tools
o
Download
instructions for installing ABC Tools
o
Download
instructions for EOC, EOG, Scan Files
o
Download
instructions for using the Master Build File in the audit process of ABC
Tools.
o
Instructions
for Converting Scan and Master Build Files to
Excel.
- Department
Web Site Links
- Departments
currently represented on http://Intranet.ccs
- Administrative
Services
- Arts
Education
- Exceptional
Children
- Media
Services
- Staff
Development
- Technology
- Testing
and Assessment
- Work
Orders
- Plant
Operations
- Link
to the Technology Work Order System
- Administrative
Services
- Departments
currently represented on http://Intranet.ccs
Public
relations events
Local
partnerships sponsor an event called “Schools on Parade”. Each year, more of the schools display
their activities that use technology.
They are making presentations using technology tools that are available
at every school.
Our teachers and students present at numerous events throughout the
county. The communications
department is continually reporting to the local news media the results of
student and teacher activities. The
communications department has scheduled three radio talk shows each year that
have featured teachers that are associated with the staff development and use of
technology in the schools.
Current
business, higher education, and community partners
There
are numerous partners that support the educational effort in Cumberland County
Schools. The military and business
partners were instrumental in the successful Net Days that help move the
networking technology to its present level. Career and Technical Education has
strong ties to the business community and Fayetteville Technical Community
College. An example of the
vocational partnerships is the Cisco Academy and the plans to partner with
ExplorNet to expand the program at Pine Forest High School by adding an A+
certification. Each high school has
an Academy that partners with the community and technology is usually a key
element of the academy.
Evaluation
Vision
Evaluations
of educational technology are really evaluations of instruction enabled by
technology, and the outcomes are highly dependent on the implementation of the
instructional design. Technology is
fully correlated to the district’s standards and tests. Formative monitoring and evaluation of
the Cumberland County Schools Technology Plan will focus on all strategies for
designing, developing, and implementing the overall program. Everyone who authorizes, manages, and
uses the proposed technology initiatives will share responsibility for shaping
the embedded technology resources to best support education reform. The process of implementing the plan
will provide feedback that can be used in adjusting operational procedures to
achieve maximum results. The main
tool that will be utilized to provide formative data will be the Annual Media
and Technology Report. The STAR
chart, developed by the CEO Forum on Education and Technology is another tool to
assess progress in the implementation of technology initiatives. This tool can help schools or
communities to answer the following critical questions (State Technology Plan,
2000):
- Are
our schools using technology effectively to ensure the best possible teaching
and learning?
- What
is our school’s current education technology profile?
- What
criteria should be used in judging our progress?
The
STAR Chart can be used to help our school system.
- Set
benchmarks and goals
- Identify
current education technology profiles, establish goals, and monitor
progress.
- Identify
our education technology needs as we apply for
grants.
- Determine
funding priorities
- Create
individualized assessment tools.
The
goal of the Cumberland County Schools Technology plan revision is to provide
answers to these essential questions:
- How
is technology integrated into educational settings?
- How
are new electronic resources interpreted and adapted by their
users?
- How
can we best match technological capabilities with students’ learning
needs?
- How
can technology serve as a tool for planning, analyzing and managing
information?
- How
can technology serve as a catalyst for school
improvement?
- How
does technology impact learning and teaching, especially student
achievement?
Progress
to date
Cumberland
County Schools uses the Annual Media and Technology Report to assist in
measuring progress towards the stated goals of the technology plan. Use has been made of the STAR chart to
plot the progress. The technology
department is continually working with the instructional department to provide
assistance where it is needed and on time.
Support for projects such as Test Magic, CCC, Skills Bank, PASSKEY, and
the media programs is a top priority.
New programs are being assessed that will measure student achievement
through benchmarking. NC Wise will
be a great step in monitoring student growth.
- Computer
Skills scores are up 10.5% this year.
- The
ABC’s Report shows excellent student achievement. Over the past three years the growth
along is as follows:
From
1 “School of Excellence” to 7
From
9 “Schools of Distinction” to 15
This
year, 18 schools were “Exemplary” and 32 met “Expected
Growth”
Two-year
plan
Each
year the technology plan will be reviewed to determine compliance with the
stated goals. Test scores on the
Computer Skills test for students will be compared for growth and areas of
concern addressed. End of Grade
results will be evaluated and the best way that technology can assist in student
growth will be accessed. End of
Course tests will be reviewed and in collaboration with the instructional
department a plan will be developed to assist the schools with progress. As new programs and applications are
evaluated and purchased the results will be accessed and the appropriate
corrections made.
Evaluation
summary data:
Cumberland
County Schools places a fixed asset number on new items when they are
purchased. Each school and
administrative site has a designated person that performs an annual
inventory. The inventory is sent to
the fixed assets office in the finance department. The media coordinator inventories the
equipment at each school and submits the annual Media and Technology Report to
the media director.
The Staff Development Office and technology department surveys the
teachers with an online registration web site concerning the courses that they
need during the summer workshops and the school year. Registration for all staff development
is done with this online program.
Over 50 technology courses were offered last year serving over 1500
teachers and staff.
Every year the LEA test scores have moved higher. The Computer Skills test results have
improved each year. The teachers
are using more technology tools in their classrooms. Teachers are taking technology
courses. They are also receiving
training from other sources such as mentor training and specific course related
training, and most of these sessions use some form of technology. Additionally, teacher training usually
includes a student element related to technology.
The technology department uses a web based work order system. Schools can send work orders for media,
multimedia, computers, and associated equipment at any time. More technicians would shorten the
response time. The addition of the
Technology Teacher Mentors decreased the number of work orders that were
application related. Better trained
teachers and administrators result in less work orders, so it is to our
advantage to provide staff development in the use of
technology.
Current plans are to put all evaluation forms and registration
online. New teachers have an online
chat room called “Success” so that they can express their needs and share
experiences. Each staff development
session requires an evaluation report that surveys the teachers’ needs. Online surveys will be used to determine
teacher need as it pertains to technology and the way they use
it.
Teachers were required to attend a 30-hour technology skill class in
1997. Since that time, some of the
software applications and computers were replaced. The staff development conducted by the
technology department is aligned with the DPI stated goals for teachers. The contracted instructor on staff
teaches the required teacher computer skill courses for new teachers at a local
college.
Clerical staff and administrators are offered a 32-hour Technology course
that enhances basic computer skills.
Advanced courses are offered to the more skilled clerical and
administrative staff members.
Listed below are examples of the forms and surveys used by the staff
development office. An example of
each follows the Evaluation Timeline.
- A.
Technology
Skills Self Assessment
- B.
Teacher
Technology Survey
- C.
Student
Technology Survey
- D.
NC
WISE Data Manager Test
- E.
Screen
shot of the Technology course offerings for Fall 2002
- F.
Screen
shot of the Online Technology Evaluation
- G.
Screen
shot of the Technology Facilitator Web site
- H.
Staff
Development Evaluation
- I.
Standards
and Indicators of Quality / Evaluation of Staff Development
Programs
- J.
Professional
Development Center
Evaluation
Timeline
|
Recommendations |
Strategies
for Implementation |
Timeline
/ Status |
ABC
Priority |
|
Collect,
aggregate, analyze, and report evaluation information to the Technology
Department through the AMTR. |
Data
Warehouse, Publicizing data and analysis |
Annual
/ |
High
Student Achievement |
|
Evaluate
state End-of-Grade and End-of-Course test results and Computer Skills Test
Data. |
NCDPI
data analysis |
Annual
/ |
High
Student Achievement |
|
Determine
the methods of evaluating the progress of the technology plan using
feedback from the groups responsible for
implementation. |
Evaluate
school inventory reports of computers and
technology |
Annual
/ |
High
Student Achievement |
|
Determine
responsibility for conducting the formative
evaluation |
Data
Warehouse information is necessary to compile and compare data as well as
gather feedback for staff.
School technology committees are responsible at school
level. |
Annual
/ |
High
Student Achievement |
|
Involve
each level within the North Carolina education hierarchy with the process
of collecting, aggregating, analyzing, and reporting evaluation
information. |
Data
from state and local levels will be used to determine and evaluate goals
and objectives of technology plans (school-level and
system) |
Annual
/ |
High
Student Achievement |
|
Support
evaluation research aimed at determining critical factors in the
successful implementation of large-scale change
efforts |
Complete
research surveys from local, state, national, and international
levels |
As
requested / On Schedule |
High
Student Achievement |
|
Improve
program evaluation by using the power of the technology applications to
capture and report automatically relevant information concerning the use
of innovations. |
Technology
Plan and useful databases |
On
Schedule |
High
Student Achievement |
|
Using
the STAR Chart and AMTR, CCS will measure the annual growth in
implementing media and technology programs to impact teaching and learning
across the state. |
AMTR
generates numbers of computers and ratios; StaR provides questions for how
technology is being used.
Milken surveys will also be utilized to assess
programs. |
Annual
/ |
High
Student Achievement |
|
Continuously
survey CCS personnel to ensure that training, support and equipment are
meeting their instructional and administrative
needs. |
Instruments
using email, telephone, and written communications will be
employed |
Annual
/ |
High
Student Achievement |
|
Continuously
monitor 8th grade computer skills testing to insure those
students are learning the skills necessary for a knowledge-based
economy. |
Monitor
8th grade computer skills test and
analyze |
On
Schedule |
High
Student Achievement |
|
Continuously
survey CCS students to ensure that they are receiving the instruction
needed to allow them to access the information necessary to be successful
in their learning environment. |
Technology
related surveys and questions would be reviewed |
Annual
/ |
High
Student Achievement |
|
Continuously
assess student competencies (K-12) to determine their level of computer
proficiency (i.e. portfolios, skills inventory, checklists and periodic
skills test) |
Fifth
grade and eighth grade tests will be utilized as well as
surveys. |
On
Schedule |
High
Student Achievement |
|
Evaluate
the impact of technology on teaching and learning, as it relates to
student achievement. |
Surveys
and Data Analysis |
On
Schedule |
High
Student Achievement |
|
Compile
and review technology renewal credits earned by
teachers |
Review
and chart data from Data Warehouse and system-wide
database. |
Annual
/ |
Quality
Teachers, Administrators and Staff |
|
Provide
and review self-evaluation instruments for
teachers. |
Develop
instruments and distribute among the staffs of the schools and
districts. |
Annual
/ |
Quality
Teachers, Administrators and Staff |
|
Review
individual School Technology Plans |
Review
and meet with school technology committees |
Annual
/ |
High
Student Achievement |
|
Review
technology budgets yearly |
Review
and meet with school technology committees to assess needs and
expenditures |
Annual
/ |
Effective,
Efficient Operations |
Forms
and Surveys Used by the Staff Development
Department
- A.
Technology
Skills Self Assessment
- B.
Teacher
Technology Survey
- C.
Student
Technology Survey
- D.
NC
WISE Data Manager Test
- E.
Screen
shot of the Technology course offerings for Fall 2002
- F.
Screen
shot of the Online Technology Evaluation
- G.
Screen
shot of the Technology Facilitator Web site
- H.
Staff
Development Evaluation
- I.
Standards
and Indicators of Quality / Evaluation of Staff Development
Programs
- J.
Professional
Development Center
A.
TECHNOLOGY
SKILLS SELF ASSESSMENT
Name____________________________________________
School__________________________________________
I have participated in _____
10 hour Technology Staff Development courses offered by the Cumberland County
School System in the last 3 years.
A.
None
B.
1-3
C.
4-6
D.
over
6
_________________________________________________________________________________________________
Complete the survey as
follows:
I.
If you are proficient in a skill ( you do not need help with the
skill) DO NOT RESPOND to that
skill.
II.
If you DO NOT feel comfortable with a particular skill on the following
list of identified
technology competencies, use the following scale to rate yourself by
CIRCLING the appropriate
letter.
III.
I do not know how to do
this.
IV.
I know how to do this but
sometimes need help with certain aspects of this
skill.
WINDOWS
95/98
CIRCLE
A
B
locate a
file
A
B
move a file
A
B
create a shortcut
A
B
copy a disk
A
B
format a disk
A
B
discard items in the recycle bin
A
B
move items to and from the task bar
A
B
create and name a
folder
A
B
rename a folder
A
B
save a file to a specific location
A
B
arrange screen icons
A
B
drag icons
A
B
setup properties on the screen display
A
B
locate and run a program
A
B
find a document and launch the application that created
it
A
B
use the settings menu to set the current date and
time
A
B
choose a printer from the settings menu
A
B
add and remove an item from the Task Bar
A
B
locate a file name using Find
A
B
use Help to gain information on a given topic
A
B
use Run to execute a program
A
B
use Shut Down to exit Windows and prepare to shut off the
machine
A
B
defragment a disk
A
B
move a file
A
B
demonstrate single and double click techniques
A
B
use the Edit Menu to cut and paste from one application to
another
A
B
move a Window using the title bar
A
B
demonstrate the use of the Maximize, Minimize and Close
icons
A
B
use scroll arrows to move through an application
A
B
resize a Window
A
B
run applications simultaneously from 2 or 3 windows on the
screen
A
B
demonstrate how to cycle from one application to
another
A
B
empty the Recycle Bin
A
B
restore deleted files
A
B
remove unneeded files from the hard drive
A
B
defragment the hard drive
A
B
scan and clean viruses from disks
MICROSOFT
WORD
CIRCLE
A
B
use
the menu bar to create a new document or open a document
A
B
use the mouse to select text and apply bold, italics, underline and
justify left, right, center, and full
justify
A
B
change font style, size and color in a document
A
B
use save as to change a file name
A
B
change the margins in a document
A
B
use indent
A
B
set double spacing
A
B
add page numbering, headers and footers
A
B
change the paper and size orientation
A
B
use spelling and grammar checker, find and replace
text
A
B
insert, move, resize, and adjust text around graphic
image
A
B
set up columns
A
B
create a table and enter data
A
B
insert a watermark
A
B
use drag and drop to move objects
A
B
add bullets and numbering
A
B
add borders and shading
A
B
insert Word Art
A
B
preview files
A
B
use Autoshapes
A
B
use 3-D effects
INTERNET
CIRCLE
A
B
browse
effectively
A
B
search for specific information
A
B
add a bookmark/favorite
A
B
clear history
A
B
use a search engine vs. a search directory
MICROSOFT
OUTLOOK
CIRCLE
A
B
create an email
message
A
B
send
and receive mail
A
B
set message options
A
B
add a contact from a received mail
A
B
add and open an attachment
A
B
reply, forward, send a carbon copy and blind carbon
copy
A
B
delete a message
A
B
add a contact
A
B
create a distribution list
A
B
add holidays to the calendar
A
B
add an appointment
A
B
add a recurring meeting
A
B
invite attendees
A
B
accept an invitation to a meeting
MICROSOFT
EXCEL
CIRCLE
A
B
create a workbook and
navigate sheets
A
B
enter text and numbers in rows and cells
A
B
use autosum to add a range of cells in the
worksheet
A
B
change the font style, size and color
A
B
create a heading for the worksheet and center it over a series of
columns
A
B
enter formulas and functions
A
B
copy a range of cells to another worksheet
A
B
use the insert and delete columns and rows function
A
B
drag
ranges in functions
A
B
adjust column width
A
B
format numbers
A
B
align text
A
B
apply borders
A
B
create a chart
A
B
adjust page setup
MICROSOFT
POWERPOINT
CIRCLE
A
B
create a new
presentation
A
B
create a new presentation
A
B
add new slides
A
B
adjust the backgrounds
A
B
change font style, size and color
A
B
use bold, italicize, underline features
A
B
insert, move and resize clipart
A
B
draw basic shapes, regular shapes, change color of
shapes
A
B
use text boxes
A
B
change views (Normal, Outline, Slide Sorter, and Slide
Show)
A
B
add slide transition effects, animate text and clip
art
A
B
rearrange slides
A
B
preview
A
B
run slide show
A
B
set timing of show
A
B
apply transitions
A
B
select printing options
COMMENTS
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
D.
Cumberland
County Schools
Certified
Data Manager Assessment Tool
1.
Create a folder on the “H” drive in the user folder that
corresponds with the red label on top of the monitor.
2. Use
your first initial and last name to name the
folder
3. Open
Microsoft Word
4. Type
the following paragraph:
Technology is a tool that enables teachers and administrators to work more productively, offering solutions for time management, student monitoring and intervention, and more interesting and effective lessons and classroom activities. Technology enables students to interact with and explore the world, bringing a wealth of information and experiences into the classroom, thus potentially overcoming geographical isolation, physical barriers, and economic hardships. Because technology continues to play an important role in modern industrial society, integrating technology into the schools will help prepare students to succeed in a rapidly changing world. Ultimately, technology is a tool that will help every teacher and student succeed, fostering mastery of basic skills and development of critical thinking and problem-solving abilities.
5. Save the paragraph as
“CDMWORD” to the “Desktop”
6. Close Microsoft
Word
7. Copy the “CDMWORD” file from
the “Desktop” to the folder you
created in question number one.
8. Open Microsoft
Excel
9. Open the file “CDM.XLS”
located on drive “T:” in the folder called
EXCEL.
10.Insert a row and enter your name (cell A1)
and school (cell B1).
11.Sort the reading level column in ascending
order.
12.Delete MI column.
13.Hide the “Gender”
column.
14.Create an AutoFilter and filter the “Race”
column to display “HISP”.
15.Insert a new
worksheet.
16.Copy and paste the results of the AutoFilter
in the new worksheet.
17.Save the workbook as “CDM1.XLS” in the folder
you created in
question number one.
18.Open Internet Explorer and go to the
following website:
http://techweb.erc/cdm.
19.Download the labeled “CDM.TXT” file to the
folder you created in
question number
one.
20.Access your e-mail using Internet
Explorer.
21.Open the message from “CDM
Test”.
22.Save the attachment to the folder you created
in question number
one.
23.Create a new e-mail message and attach the
“CDM1.XLS” file.
24.Send the message to cdmtest@ccs.k12.nc.us.
25.Retrieve the “CDMWORD” document, add your
name and school on
a separate line at the end of the document, and
save.
TURN IN YOUR TEST MATERIALS TO THE
PROCTOR.
H.
Cumberland County
Schools
STAFF DEVELOPMENT EVALUATION
Year ________________ Course Number __________________________________________
Course
_________________________________________________________________________
Presenter
_______________________________________________________________________
Directions: Please respond to the ten evaluation
questions in the following way:
A Strongly Agree
B Agree
Somewhat
C
Uncertain / No opinion
D Disagree Somewhat
E
Strongly Disagree
RESPONSE
1. The
potential benefits of the staff development were
provided to participants
before the program began.
_______________________
2. The needs
assessment, which was the basis for the staff
development, was stated by the
presenter.
_______________________
3. This
activity was related to a personal, professional,
or school improvement staff
development goal.
_______________________
4. The
learning objectives and targeted competencies were
clearly identified and
communicated.
_______________________
5. The content
of the staff development activity was relevant
and sufficiently professional
to address and achieve the
stated objective.
_______________________
6. The
instructional process for the staff development utilizes
best professional
practices.
_______________________
7. The
presenter was competent and had the expertise
in best practices and
experiences that lend credibility
to the staff development.
_______________________
8. The course
objectives of the staff development were
accomplished and effective.
_______________________
9. The
presenter addressed the issue of follow-up activities
to reinforce and
maintain the staff development learning.
______________________
10. The presenter provided
opportunity to the participants
to offer feedback concerning the staff
development.
_______________________
COMMENTS:
I.
Standards and Indicators of
Quality
for the Evaluation of Staff Development
Programs
Standard 1. Framework for Staff
Development
Staff
development should be conducted within a framework that promotes individual
growth and development, provides a positive climate for involvement, and has
strong administrative support.
1.1 The potential
benefits of the program should be stressed to participants before the program
begins.
1.2 Participants
should be informed of the scheduling of staff development activities well in
advance.
1.3 Support for
staff development activities should be demonstrated by the principal, other
administrators, and professional staff members.
1.4 Opportunities
to participate in staff development activities should be presented to staff
members in a positive manner.
1.5 CEU credit
will be awarded for participation in staff development activities that meet a
minimum of 10 contact hours.
1.6 The school
should provide incentives for participating in staff development activities
outside the normal workday.
Standard 2. Needs Assessment Policy and
Procedures
The school district should have guidelines and
procedures for conducting a needs assessment for staff
development.
2.1
The needs assessment process should be based on casual
analysis.
2.2
The statement of policies and procedures for
school-based staff development should be available.
2.3
The school principal and the staff development
specialist should be able to demonstrate familiarity with and ability to use the
needs assessment policies and procedures of the school.
2.4
Records of needs assessment should be an outgrowth of
evaluation conducted at the schools through their 3-year school improvement plan
or central services.
2.5
Individual Growth Plans (IGP’s) must be on file for all
staff members.
Standard 3. Advisory
Committee
The school or system should have a staff development
advisory committee that encourages participation by all parties involved in
staff development activities.
3.1 The school
should have, or have presentation on, a formal committee or other body
responsible for the development, conduct, and monitoring of staff
development
activities.
3.2 The
committee should have wide representation from the faculty, staff,
administration,
and parents of the school.
3.3 A Central
Services Advisory Committee will conduct an annual review of staff
development activities in conjunction with the staff development
coordinator.
Standard 4. Staff Development
Objectives
The learning objectives and targeted competencies planned
for each staff development course and/or activity should be clearly identified
and communicated to participants.
4.1 There
should be a syllabus and evaluation standards for each staff development
course
or activity.
4.2 There
should be written objectives for each staff development course or activity, and
the
objectives should be linked closely to the needs analysis conducted prior
to the
development of the program.
4.3 There
should be a written record showing how the program objectives were
communicated to participants.
4.4 There
should be a written record of the type of teacher competencies to be
developed
or enhanced by the staff development activity.
4.5 The
competencies targeted should be related to the deficiencies or other needs
identified
through the annual evaluation process.
4.6 The content
of the staff development activity should be directly related to the
objectives
and/or targeted competencies identified.
Standard 5. The Instructional
Content
The content of staff development courses and activities
should be appropriate to the
stated objectives and sufficiently rich and
rigorous to achieve those objectives.
5.1 Staff
development materials should be of professional quality and relevant to
course
of activity objectives
5.2 The content
of the program should be theoretically sound, up-to-date, challenging,
and
efficaious.
5.3 The school
should be able to demonstrate that course content is sufficiently complex
to
address course of activity objectives.
Standard 6. Instructional
Process
The staff development instructional process should be
based on adult learning theory and sound instructional
practices.
6.1 The
instructional process for staff development courses and activities should be
characterized by the presentation of theory, modeling or demonstration,
practice,
feedback and coaching.
6.2 The program
should be structured to allow participants to benefit from the knowledge
and
experience of their program cohorts.
6.3 The program
should be of sufficient length to have an impact on targeted objectives
and
competencies.
6.4 Instructional
objectives should be consistent with and flow from the overall schools’ program
goals.
6.5 There should
be a mechanism for measuring whether or not the staff development courses and
objectives are aligned with targeted objectives and competencies.
6.6 The needs
assessment report should link the staff development program to specific
job
performance expectations or professional development needs of
participants.
6.7 Participants’
ratings of the staff development program should indicate that the program was
perceived as relevant to their professional, personal or school improvement
needs.
Standard 7. Staff Development
Trainers
The staff development trainers should be highly competent
and have the backgrounds and experiences necessary to give them high credibility
with program participants.
7.1
The trainer should have special expertise in the program
content.
7.2
The trainer’s background and experience should be
similar to the participants, or the trainer should have a well-recognized
expertise that lends credibility to his or her efforts.
7.3
The staff development trainer should have the ability to
develop rapport with participants and to demonstrate an understanding of the
problems, priorities, and needs of participants.
7.4
Trainers should have a demonstrated knowledge that
reflects best practices.
7.5
Trainers should be able to incorporate modeling,
feedback, and coaching into their instructional strategies.
7.6
Trainers should be able to demonstrate their ability to
deliver effective programs.
Standard 8. Meeting Course / Activity
Objectives
The school should have a mechanism for determining the
extent to which the objectives for staff development courses and activities have
been accomplished.
8.1 The school
system should have written policies and procedures for the evaluation of
all
staff development courses and activities.
8.2 Follow up
activities should monitor the effectiveness of the application of program
content to job activities.
8.3
All staff development programs should be rated for
effectiveness by participants.
Standard 9. Follow Up and
Reinforcement
The school should follow up staff development programs and
activities to ensure that gains made as a result of training are reinforced and
maintained.
9.1 There
should be systematic procedures for determining the extent to which skills and
cognitive materials are applied on the job.
9.2
There should be follow-up activities to reinforce
program learning.
Standard 10. Participant
Contribution
The school should have formal procedures to allow
participants to provide input into the evaluation and modification of the
school’s staff development program.
10.1 Participants in staff
development courses and activities should be asked to provide
formal input into the assessment and modification of the school’s staff
development
program.
10.2 Participants should
have the opportunity to rate the extent to which they perceive
that they have input into the development, monitoring, and modification
of the
staff development program.
J.
Professional Development Center
In
the near future, ERC will become a customer friendly teacher resource center as
well as the staff development center.
Your input and suggestions are needed to make this
happen.
The
following equipment is currently available for checkout/usage: LCD projector, Tvator, digital camera,
VCR and Ellison Machine (You must supply the paper). A laminator and poster maker is
available at a nominal fee. What
additional equipment would you suggest?
Would
it be beneficial for the center to be open after 5:00 pm?
If
applicable, what hours would be the most convenient?
If
applicable, what nights would be best?
Would
it be beneficial for the center to be open one or two Saturdays a
Month?
At
the present, you can reach an online catalog for our Professional Library and
online professional journals from the CCS Homepage. Are there any other
suggestions?